Ss 2 Mathematics First Term e Note

SUBJECT:
CLASS: S.S.2
TERM: FIRST
©Deeper Life High School. 2023
www.deeperlifehighschool.org …leadership with distinction

SCHEME OF WORK
WEEKS TOPICS CONTENT

(a) Revision of logarithm of numbers greater than 1.
1 LOGARITHM (b) Comparison of characteristics of logarithms and
standard form of numbers.
(c) Logarithms of numbers less than one involving
multiplication, Division, powers and roots.
(d) Solution of simple logarithmic equations
(a) Meaning and types of sequence.
2 (b) Example of an A. P.
SEQUENCE AND SERIES 1 (c) Calculation of: (i) first term (ii) common
difference (iii) nth term (iv) Arithmetic mean (v) sum
of an A. P.
(d) Practical problems involving real life situations.
(a) Examples of geometric progression.
(b) Calculation of; (i) First term (ii) Common ratio
3 SEQUENCE AND SERIES 2 (iii) nth term, (iv) Geometric menu (v) sum of terms
of geometric progression. (vi) Sum to infinity.
(c) Practical problems involving real life situation.
(a) Revision of factorization of perfect squares.
(b) Making quadratic expression perfect squares by
4 QUADRATIC EQUATION adding a constant K.
(c) Solution of quadratic equation by the method of
completing the square.
(d) Deducing the quadratic formula from completing
the square.
(e) Construction of quadratic equation from sum and
product of roots.
(f) Word problems leading to quadratic equations.
(a) Simultaneous linear equations (Revision).
5 SIMULTANEOUS LINEAR (b) Solution to simultaneous linear and quadratic
AND QUADRATIC equations.
EQUATIONS 1 (c) Graphical solution of simultaneous linear and
quadratic equations.
(a) Word problems leading to simultaneous linear

equations (capital market).
6 SIMULTANEOUS LINEAR (b) Word problems leading to one linear and one
AND QUADRATIC quadratic equation.
EQUATIONS 2 (b) Gradient of curve.
7 MID-TERM BREAK
(a) Distance between two points.
8 COORDINATES GEOMETRY (b) Midpoint of line joining two points.
OF STRAIGHT LINES (c) Gradients and intercept of a straight line.
(d) Determination of equation of a straight line.
(e) Angle between two intersecting straight lines.
(f) Application of linear graphs to real life situation.

(a) Revision of approximation.
(b) Accuracy of results using logarithm table and
9 APPROXIMATIONS calculators.
(c) Percentage error.
(d) Application of approximation to everyday life.
10 REVISION
11 EXAMINATION
12
13
WEEK: 1
TOPIC: LOGARITHM
LESSON OBJECTIVES: At the end of the lesson, students should be able to:
1. Compare characteristics of logarithms and standard form of numbers.

2. Solve questions on logarithm of numbers greater than 1.
3. Attempt questions on logarithm of numbers less than one, involving: Multiplication, Division, Powers and roots.
4. Supply correct solution to simple logarithmic equations.
ENTRY BEHAVIOUR: Students can check logarithms of numbers using the statistical table and can express
numbers in standard form.
SUB-TOPIC 1:
Comparison of characteristics of logarithms and standard form of numbers
CONTENT:
There is a relationship between the standard form and the logarithm of a number.
For instance, (a) 189.7 = 1.897 × 102

This shows that the logarithm of a number is the power to which the base 10 is raised. Hence, Logarithm of 189.7 =
2.2781, where 189.7 = 102.2781
(b) 850.9 = 8.509× 102 (standard form)

Log850.9 = 2.9299
The integer (characteristics) is the same with the power 10

PRACTICE EXERCISE: (5 fill in the gap question per subtopic, 3 short answer questions)
Show how the characteristics of each of the following Logarithms are related to standard form
1. 82000
2. 68.9
3. 6895
4. 605.8
5. 6.895
SUB-TOPIC 2:
Revision: Logarithm of numbers greater than 1
CONTENT: Logarithm of numbers is the power to which 10 is raised to give that number. Logarithms used in
calculations are normally expressed in base 10.
 Rules for the use of Logarithms

i. Multiplication: find the logarithms of the numbers and add them together
ii. Division: find the logarithm of each number. Then subtract the logarithm of the denominator from that of
the numerator
iii. Powers: find the logarithm of the number and then multiply it by the power or the index
iv. Roots: find the logarithm of the number and then divide it by the root
Example1: Evaluate using logarithm tables
19.28 × 2.987 × 195.8
Numbers Log
19.28 1.2851
2.987 0.4752
195.8 2.2918 𝐴𝑛𝑡𝑖𝑙𝑜𝑔 𝑜𝑓 4.0521 = 11300 𝑡𝑜 3𝑠. 𝑓
11270 4.0521
Example 2: Evaluate using logarithm tables
173.8 × (14.7)2
√
(2.61)3
Numbers Log
173.8 2.2400 2.2400
(14.7)2 1.1673× 2 2.3346

Numerator 4.5746 4.5746
(2.61)3 0.4166× 3 1.2498 1.2498
173.8 × (14.7)2 3.3248

(2.61)3
3.3248÷ 2
173.8 × (14.7)2
√
(2.61)3
45.96 1.6624
∴ 𝑎𝑛𝑡𝑖𝑙𝑜𝑔𝑜𝑓 1.6624 = 45.96 (4 𝑠. 𝑓)

Use log tables to find the value of
√17.45×(35.2)2
1. (3.15)4 ×8.15
(27.1)2 × 327
2.
√27500000
3
95.3 × √18.4
3.
(1.29)5 × 2.03
(SSCE)
298.6 ×10.52
4. 2.56 ×32.8
3 321000×40
5. √ 175 ×6000
SUB-TOPIC 3:
Logarithm of numbers less than one, involving: Multiplication, Division, Powers and roots.
CONTENT:
Example 1: a. Evaluate, using logarithm tables 0.9807 x 0.007692
Solution: 0.9807 x 0.007692
Number Log
0.9807 1̅. 9915
0.007692 3̅. 8860
0.007543 3̅. 8775
∴antilog of ̅3. 8775= 0.00754 to 3s.f

Evaluate the following using logarithm tables

b. 0.00889 ÷ 204.6
Numbers Log
0.00889 3̅. 9489
204.6 2.3109
0.00004345 5̅. 6380
∴antilog of 5̅. 6380 = 0.0000435 to 3s.f
Note: In Logarithm, powers take multiplication while roots take division.

Example 2:a. Evaluate (0.05872)4
Numbers Log
0.05872 2̅. 7687
0.058724 2̅. 7687 × 4
0.00001188 5̅. 0748

∴ (𝟎. 𝟎𝟓𝟖𝟕𝟐)𝟒 = 𝟎. 𝟎𝟎𝟎𝟎𝟏𝟐𝑡𝑜 2𝑠. 𝑓
𝟕
b.√0.0004786
Solution:
Numbers Log
0.0004786 4̅. 6799

𝟕
√0.0004786 4̅. 6799 ÷ 7
7̅ + 3.6799 ÷ 7
1̅ + 0.5257
𝟕 0.3355 1̅. 5257

∴ √0.0004786 = 𝟎. 𝟑𝟑𝟓𝟓
(0.0099)2
𝑐. 6
√0.000907
Numbers Log
0.0099 3̅. 9956

(0.0099)2 3̅. 9956 × 2
6̅ + 1.9912
Numerator 5̅. 9912 5̅. 9912
0.000907 4̅. 9576
6
√0.000907 4̅. 9576 ÷ 6
6̅ + 2.9576 ÷ 6
Denominator 1̅ + 0.4929 1̅. 4929
0.000315 4̅. 4983
(0.0099)2
∴ 6 = 0.000315
√0.000907
PRACTICE EXERCISE:
Evaluate the following using Logarithm tables
(1)i. (0.896 × 0.791)3

ii. (0.898)6
(2) i.√0.7164 × 0.082

(0.7451)4
ii. 5
√0.00874
SUB-TOPIC 4:
SOLUTION OF SIMPLE LOGARITHMIC EQUATIONS
In this lesson, the equations have to be solved first, then tables used to evaluate
If log 𝑎 𝑦 = 𝑥
Then 𝑦 = 𝑎 𝑥
RULES OF LOGARITHM
 note that any logarithm to the same base is 1, that is, log 𝑎 𝑎 = 1.
1 1
e.g log 3 3 = 1, log 1 (4) = 1, log 0.5 (2) = 1 𝑒. 𝑡. 𝑐
4
 𝑛𝑜𝑡𝑒𝑎𝑙𝑠𝑜𝑡ℎ𝑎𝑡 log 𝑎 𝑦 𝑥 = 𝑥 log 𝑎 𝑦
1
1
e.g log 2 54 = 4 log 2 5, log 6 (9)2 = log 6 9, e.t.c
2
Example 1: Solve the logarithmic equations
log 𝑥 81 = 4
Solution:
i. log 𝑥 81 = 4
from the formula above, we have that
𝑥 4 = 81
𝑥 4 = 34
this implies that𝑥 = 3 because the powers will cancel each other
∴𝑥=3

EXAMPLE 2:Solve the logarithmic equations
log 3 9 = 𝑥
ii. log 3 9 = 𝑥
3𝑥 = 9
3 𝑥 = 32
∴𝑥=2
PRACTICE EXERCISE:
1
1. Solve for 𝑥, (𝑖)log 𝑥 7 =
2
(𝑖𝑖) log 4 𝑥 = 3.5
2. Evaluate the following
1
i. log 3 243 + log 0.5 (16)
log 3 27
1
log 3 (9)
CONCLUSION
TOPICAL TEST:
OBJECTIVE QUESTIONS
5.34×67.4
1. Evaluate using logarithm tables
2.7
A. 1.332 B. 13.32 C. 133.2 D. 1332 E. 13.320 (SSCE)
2. Evaluate, using logarithm table, log (0.65)2

A. 1.6258 B. 0.6272 C. 0.6258 D. 1.6268 E. 1.6278 (SSCE)
1. Evaluate 0.0746 X 0.34 using logarithm tables.

A. 0.25 B. 0.025 C. 0.253 D. 0.0025
√4
4. Evaluate using tables, log 2
A. 0 B. 1 C. 2 D. 3
5. Evaluate using logarithm tables, (30.85)3

A. 22,620 B. 29,361 C. 32,620 D. 39,361
6. Evaluate using logarithm table 0.5924 X 0.1837

A. 0.0580 B. 0.1088 C. 0.0508 D. 0.0188
7. Using mathematical tables, evaluate 0.5924 ÷ 0.1837

A. 0.10882 B. 0.01755 C. 0.30882 D. 0.03755
8. Evaluate using mathematical tables 0.3923

A. 0.0602 B. 0.0493 C. 0.0693 D. 0.0402

10
9. Use mathematical tables to Evaluate √3.04
A. 1.018 B. 0.118 C. 111.8 D. 1.118 (SSCE)
4
10. Evaluate using logarithm tables √0.00876
A. 3.059 B. 30.59 C. 0.3059 D. 0.03059
THEORY QUESTIONS
1. Use logarithm tables to evaluate
(3.68)2 × 6.705
√0.3581
2. Evaluate using logarithm tables, correct to 3 significant figures

3
√1.376
4 (SSCE)
√0.007
3. Evaluate using tables

4.
2.067
√ (SSCE)
0.0348 × 0.538
4. Evaluate using tables, leaving your answer in standard form

𝑃
√𝑄 Where P =3.6 × 10-3 and Q = 2.25 × 106
5. Evaluate using logarithm table, correct to 1 decimal place

0.81 × 10−5
√
2.25 × 107
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY:

Base, logarithm, integer, antilogarithm, mantissa, characteristics.
PUZZLES / BRAIN TEASER: INSPIRATIONAL QUOTE:

WEEK: 2
TOPIC: Sequence and Series 1
1. Define sequence and state the types of sequence we have.
2. Give examples of an Arithmetic progression.
3. Calculate: (i) first term (ii) common difference (iii) nth term (iv) Arithmetic mean (v) sum of an A. P.
4. Solve practical problems involving real life situations.
ENTRY BEHAVIOUR: Students can count in multiples of given digits.
SUB-TOPIC 1:
Meaning and types of sequence
CONTENT:
SEQUENCES:
A sequence is an ordered list of numbers whose subsequent values are formed based on a definite rule. The
numbers in the sequence are called terms and these terms are normally separated from each other by commas.
Examples:
2, 4, 6, 8, 10,……
Rule: Addition of 2 for subsequent terms.
70, 66, 62, 58, 54,……
Rule: Subtraction of 4 for subsequent terms.
3, -6, 12, -24,……
Rule: Multiply each term by –2.
There are many types of sequences. We shall be considering the Arithmetic Progression and Geometric progression.
Finite and Infinite Sequences
A finite sequence is a sequence whose terms can be counted. i.e. it has an end. These types of sequences are usually
terminated with a full stop. e.g. (i) 3,5,7,9,11,13. (ii) -7,-10,-13,-16,-19,-21.
If however, the terms in the sequence have no end, the sequence is said to be infinite. These types of sequences
are usually ended with three dots, showing that it is continuous. e.g. (i) 5,8,11,14,17,20… (ii) -35,-33,-31,-29,-27,…
ARITHMETIC PROGRESSION (AP){LINEAR SEQUENCE}
If in a sequence of terms T1, T2, T3, ...Tn-1, Tn the difference between any term and the one preceding it is
constant, then the sequence is said to be in arithmetic progression (A.P) and the difference is known as the common
difference, denoted by d.
d = Tn – Tn-1, where n = 1, 2, 3, 4, …
i.e d = T2 – T1 = T3 – T2 = T4 – T3 and so on.
Examples of A.P
(i) 1, 3, 5,7, 9, …
Tn – Tn-1 5 - 3 = 2
7-5=2
9-7=2
 d=2
The difference is common, hence it is an A.P.
(ii) 2, 4, 8, 16, 32, …
Tn – Tn-1 4 - 2 = 2
8-4=4
16 - 8 = 8
32 - 16 = 16
The difference isNOT common; therefore it is not an A.P.
(iii) 70, 66, 62, 58, 54, …
Tn – Tn-1 66 - 70 = -4
62 - 66 = -4
58 - 62 = -4
 d = -4
The difference is common; hence it is an A.P.
(iv) –2, -5, -8, -11, …
Tn – Tn-1 (-5) - (-2) = -5 + 2 = -3
(-8) - (-5) = -8 + 5 = -3
(-11) - (-8) = -11 + 8 = -3.
The difference is common; hence it is an A.P.
PRACTICE EXERCISE:
Which of the following are arithmetic progressing sequence?
(a) 4,6,8,10,…
(b) 3,7,9,11,..
(c) 1,6,11,16,21,26…
(d) 100,96,92,88,84,…
(e) 20,17,15,11,…
(f) 45,42,39,36,…
SUB-TOPIC 2:
THE nTH TERM OF AN A.P
CONTENT:

If the first term of an A.P is 3 and the common difference is 2. The terms of the sequence are formed as follows.
1st term = 3
2nd term = 3+2 = 3 + (1)2
3rd term = 3+2+2 = 3 + (2)2
4th term = 3+2+2+2 = 3 + (3)2
5th term = 3+2+2+2+2 = 3 + (4)2
nth term = 3+2+2+2+ … = 3 + (n - 1)2
Hence, the nth term (Tn) of an A.P whose first term is “a” and the common difference is “d” is given as
Tn = a + (n - 1)d
Example 1:
a.Find the 21st term of the A.P 3, 5, 7, 9, …
Solution
a=3
d=2
n = 21 Tn = a + (n – 1)d
T21 = 3 + (21 – 1)2
= 3 + 20 x 2
= 3 + 40
= 43.
b.Find the 27th term of the A.P
100, 96, 92, 88, …
Solution
a = 100
d = -4
n = 27
Tn = a + (n – 1)d
T27 = 100 + (27 – 1)(-4)
= 100 + 26 x –4
= 100 – 104
= -4.
EXAMPLE 3: FURTHER Example 1:

The first three terms of an A.P are
x, 3x + 1, and (7x - 4). Find the
(i) Value of x
(ii) 10th term
Solution:
(i) Recall that given an A.P T1, T2, T3
T2 – T1 = T3 – T2
Hence for, x, (3x + 1), (7x - 4)
(3x + 1) – x = (7x - 4) – (3x + 1)
3x+1 – x = 7x – 4 – 3x - 1
2x + 1 = 4x – 5
1+ 5 = 4x – 2x
2x = 6
x=6
2
 x = 3.
The sequence x, (3x + 1), (7x - 4) is

= 3, (3x3 + 1), (7x3 - 4)
= 3, 10, 17.
(ii) a = 3
n = 10
d=7
Tn = a + (n – 1)d
T10 = 3 + (10 – 1)7
= 3 + 9x7
= 3 + 63
= 66.
Example 4:
The 6th term of an A.P is –10 and the 9th term is –28.
Find the (i) Common difference
(ii) First term
(iii) 26th term of the sequence.
Solution:
(i) T6 = -10 Tn = a + (n - 1)d
n=6 -10 = a + (6 - 1)d
-10 = a + 5d ----------- (1)
T9 = -28 -28 = a + (9 - 1)d

n=9 -28 = a + 8d ---------- (2)
Solve equation (1) and (2) simultaneously.
Eqn. (1): -10 = a + 5d
Eqn. (2): -28 = a + 8d
18 = -3d
d = 18
-3
 d = -6.
(ii) Put d = -6 in equation (1)
-10 = a + 5(-6)
-10 = a - 30
-10+30 = a
 a = 20.
(iii) To find the 26th term of the sequence.
a = 20
d = -6
n = 26
Tn= a + (n - 1)d
T26 = 20 + (26 - 1)(-6)
= 20 + 25(-6)
= 20 - 150
= -130.
PRACTICE EXERCISE:
1. Find the 31st term of the sequence –7, -10, -13, -16, …
2 What is the 26th term of the A.P 5, 10, 15, 20, …?
5. The 6th term of an AP is –10 and the 9th term is 18 less than the 6th term. Find the
(a)common difference (b) first term
(c) 26th term of the sequence.
4. The 7th term of an AP is 17 and the 13th term is 12 more than the 7th term. Find the (i) common difference (ii) first
term (iii) 21st term of the AP.
SUB-TOPIC 3:
Arithmetic Series:
These are series formed from an arithmetic progression. e.g.
1 + 4 + 7 + 10 + …
In general, if Sn is the sum of n terms of an arithmetic series then
Sn = a + (a + d) + (a + 2d) + … + (l - d) +
l -- (1)
Where l is the nth term, a is the first term and d is the common difference.
Rewriting the series above starting with the nth term, we have.
Sn = l +(l - d) + (l - 2d) +… + (a + d) + a ----- (2)
Adding equation (1) and (2) we have
2Sn = (a + l) + (a + l) + … + (a + l) + (a + l) in n places
2Sn = n(a + l)
Sn = n/2(a + l)
But l is the nth term i.e a + (n - 1) d
Sn= n/2{a +a + (n - 1)d}
Sn = /2 {2a + (n - 1)d}
n
Example 1 :
Find the sum of the first 20 terms of the series 3+5+7+9+ …
Solution:
a=3
d=2
n = 20
Sn = n/2 {2a +(n - 1)d}
S20 = 20/2 {2x3 +(20 - 1)2}
S20 = 10{6 + 19 x 2}
= 10{6 + 38}
= 10{44}
 S20 = 440
Example 2:
Find the sum of the first 28 terms of the series –17 + (-14) + (-11) + (-8) + …
Solution:
a = -17
d=3
n = 28
Sn = n/2{2a + (n - 1)d}
S28 = 28/2 {2 (-17) + (28 - 1) 3}
= 14 {-34 + 27 x 3}
= 14 { -34 + 81}
= 14 {47}
S28 = 658
PRACTICE EXERCISE
(1) Find the sum of the numbers from 1 to 100.
(2) Find the sum of the first 26 terms of the A.P –18, -15, -12, -9, …
SUB-TOPIC 4:
PRACTICAL PROBLEMS INVOLVING REAL LIFE SITUATION
CONTENT:
Example 1:
A clerk employed by a private establishmenton an initial salary of N5000 per annum. If his annual increment in salary is
N300. Find the total salary earned by the clerk in 20years.
Solution:
a = 5000
d = 300
n = 20
Sn = n/2 {2a + (n - 1) d}
S20 = 20/2 {2 x 5000 + (20 - 1) 300}
= 10 {10000 + 19 x 300}
= 10 {10000 + 5700}
= 10 {15700}
 S20 = 157000
 The total amount earned in 20years is N157000.00
EXAMPLE 2
A sum of money is shared among nine people so that the first gets N75, the next N150, the next N225, and so on.
a. How much money does the ninth person get?
b. How much money is shared altogether?
Solution:
a=75 d=150-75=75 n=9
Tn=a + (n-1)d
T9=75 + (9-1)75
=75+600
=N675
𝑛
Sn= 2 (𝑎 + 𝑙)
9
S9 = 2 (75 + 675)
=4.5 × 750
=N3375
PRACTICE EXERCISE:
(1) The 6th term of an A.P is 26 and the 11th term is 46. Find the
(i) Common difference
(ii) First term
(iii) 25th term of the A.P
(1) The 5th term of an A.P is 11 and the 9th term is 19. Find the
(i)
common difference
(ii) First term
(iii) 21st term of the A.P
(3) The fourth term of an A.P is 37 and the 6th term is 12 more than the
fourth term. Find the first and seventh terms.
SSCE, June 1994, No 11a (WAEC)
(4) The first three terms of an A.P are (x+2) ,(2x-5) and (4x+1). Find the
(i) Value of x
(ii) 7th term.
(5) The first three terms of an A.P are x, (2x-5) and (x+6). Find the
(i) Value of x
(ii) 21st term.
CONCLUSION
TOPICAL TEST:
OBJECTIVE QUESTIONS
1 1
1. A sequence is given by 2 2 , 5, 7 2,....... if the nth term is 25, find n.
A. 9 B. 10 C. 12 D. 15 (SSCE)
2. The eleventh term of an A.P. is 25 and its first term is -3. Find its common difference.
9 1 3 1 4
A. 1 B. 2 C. 2 D. 2 E. 2 (SSCE)
10 5 11 2 5
3. Find the 9th term of the Arithmetic Progression, 18, 12, 6, 0, -6.....
A. -54 B. -30 C. 30 D. 42 E. 66 (SSCE)
4. Find the nth Un of the A.P., 11, 4, -3....

A. Un = 19 + 7n B. Un = 19 - 7n C. Un = 18 – 7n D. Un = 18 + 7n
(SSCE)

5. The sum of the 1st and 2nd terms of an A.P. is 4 and the 10th term is 19. Find the sum of the 5th and 6th terms.
A. 11 B. 20 C. 21 D. 22 E. 24 (SSCE)
6. The first term of an A.P. is equal to twice the common difference d. Find, in terms of d, the 5th term of the A.P.
A. 4d B. 5d C. 6d D. a +5d E. 2a + 4d (SSCE)
7. Find the 4th term of an A.P. whose first term is 2 and the common difference is 0.5.
A. 0.5 B. 2.5 C. 3.5 D. 0.4 E. 4.5 (SSCE)
1
8. In an A.P. the first term is 2, and the sum of the 1st and 6th term is 16 2. What is the 4th term?
1 1
A. 12 B. 9 2 C. 8 D. 7 E. 5 2. (SSCE)
9. Find the 8th term of the A.P. -3, -1, 1.........

A. 13 B. 11 C. -8 D. -11 E. -17 (SSCE)
10. Find the 99th term of the A.P. 8, 11, 14, 17.....
A. 203 B. 103 C. 302 D. 312 E. 300
THEORY QUESTIONS
1. The 8th term of an arithmetic progression (A.P) is 5 times the third term while the 7th term is 9 times greater than the
4th term. Write the first five terms of the A.P. (SSCE)
2. If 3, x, y, 18 are the arithmetic progression (A.P). Find the values of x and y.

(SSCE)
1 1 1 2−𝑥 2
3. If 2 , 𝑥 , 3 are successive terms of an arithmetic progression (A.P), show that 𝑥−3 = 3
(SSCE)
4. The 3rd and 8th terms of an arithmetic progression (A.P)are -9 and 26 respectively. Find the:
i. Common difference
ii. First term (SSCE)
5. The 2nd, 3rd and 4th terms of an A.P. are 𝑥 − 2, 5 and𝑥 + 2 respectively. Calculate the value of 𝑥.
(SSCE)
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: sequence, series, first term, common difference, last
term, arithmetic progression, finite sequence.
PUZZLES / BRAIN TEASER: What is the next number in this sequence 6,14, 6, 98,276, ______
INSPIRATIONAL QUOTES: THE EVENTS IN OUR LIVES HAPPEN IN A SEQUENCE OF TIME, BUT IN
THEIR SIGNIFCANCE TO OURSELVES THEY FIND THEIR OWN ORDER THE CONTINUOUS THREAD OF
REVELATION…….. Eudora Welty
WEEK:3
TOPIC: SEQUENCE AND SERIES 2
1) Give examples of geometric progression.
2) Calculate; (i) First term (ii) Common ratio (iii) nth term, (iv) Geometric menu (v) sum of terms of geometric
progression. (vi)Sum to infinity. of a geometric progression
(3) Solve practical problems involving real life situation on geometric progression.
ENTRY BEHAVIOUR: Students can solve questions on arithmetic progression.
SUB-TOPIC 1:
CONTENT: GEOMETRIC PROGRESSION (G.P)OR EXPONENTIAL SEQUENCE
Given any sequence of terms T1, T2, T3, T4, … Tn-1, Tn. If the ratio between any term and the one preceding it is constant
then the sequence is said to be in geometric progression (G.P). The ratio is called the common ratio denoted by r.
i.e.
𝑇
r=𝑇𝑛
𝑛−1
where n = 1, 2, 3, 4, …
Example1:find out which of the sequence is a GP

(i) 1, 2, 4, 8, 16, …
𝑇𝑛 2

𝑇𝑛−1 1
=2
1
4
2
=2
8
4
=2
The ratio is common, hence the sequence is a G.P  r = 2
(ii) 16, 8, 4, 2, …
𝑇𝑛 8 1

𝑇𝑛−1 16
=2
4 1
8
=2
2 1
4
=2
1
The ratio is common, hence the sequence is a G.P r =2
Example 2:find out which of the sequence is a GP

(i) 3, 7, 9, 12, …

𝑇𝑛 7 1

𝑇𝑛−1 3
= 23
3
9 2
7
= 17
12 3 1
9
= 19 = 13 =
The ratio is NOT common, hence not a G.P.
(ii) 2, -10, +50, -250, …

−10
Tn 2 = -5
Tn-1
+50
−10
= -5
−250
= -5
+50
The ratio is common, hence the sequence is a G.P  r = -5
PRACTICE EXERCISE: Which of the following sequences is G .P.?

(a) 3,6,12,24…
(b) 2,4,6,8,…
(c) 5,15,45,…
(d) 1,4,16,…
(e) ½ , ¼,1⁄8 , ……
SUB-TOPIC 2:
CONTENT: THE NTH TERM OF A G.P

Let 5 be the first term of a G.P whose common ratio is 2. Then
The 2nd term is 5x2 = 5(2)1
The 3rd term is 5x2x2 = 5(2)2
The 4th term is 5x2x2x2 = 5(2)3
The 5th term is 5x2x2x2x2 = 5(2)4
The nth term is 5x2x2 … 2 = 5(2)n - 1
In general, the nth term of a G.P denoted by Tn, whose first term is “a” and whose common ratio is “r” is arn-1. i.e.
Tn = arn - 1where n = 1, 2, 3, 4, …
NOTE
The four examples below show how the formula can be used to find the nth term, n, r and a.
Example 1:
I. Find the 8th term of the G.P
3, 6, 12, 24, …
Solution
a=3
r=2
n=8
Tn = arn - 1

T21 = 3(2)8 - 1
T21 = 3x27
T21 = 3x128
 T21 = 384
II. Find the value of n given that the nth term of a G.P is 2916 and the first term and common ratio are 4 and 3
respectively.
Solution:
Tn = 2916
r=3
a=4
Tn = arn - 1
2916 = 4(3) n - 1
2916 = 3n - 1
4
729 = 3n - 1
36 = 3n - 1
n-1 = 6
n = 6+1
 n = 7.
EXAMPLE 2:
1. Find the common ratio of an exponential sequence whose 10th term is –512 and the first term is 1.
Solution
a=1
T10 = -512
n = 10
Tn = arn - 1
-512 = 1(r)10 - 1
-512 = r9
(-512)1/9 = r
r = (-29)1/9
 r = -2
2. Find the first term of an exponential sequencewhose 7th term is 4096 and the common ratio is 4.
Solution
T7 = 4096
n=7
r=4
Tn = arn - 1
4096 = a(4)7-1
4096 = a46
4096 = 4096a
a = 4096
4096
a = 1

GEOMETRIC SERIES
The general expression for a geometric series is given as
Sn = a + ar + ar2 + ar3 + … + arn-1 ----- (1)
Where Sn represents the sum of n terms of the series
Multiply both sides of equation (1) by r to have
rSn = ar + ar2 + ar3 + ar4 + --- + arn ---- (2)
Subtract (2) from (1) to have
Sn– rSn = a - arn
Sn (1 - r) = a(1 - rn)
𝑎(1−𝑟 𝑛 )
Sn= 1−𝑟
------------------ (3)
If the numerator and denominator of equation (3) is multiplied by –1, we have
𝑎(𝑟 𝑛 −1)
Sn= -------------------- (4)
𝑟−1
If r < 1, formula (3) is more convenient

If r >1, formula (4) is more convenient
Example 1:
Find the sum of the first 8 terms of the G.P 3, 6, 12, 24, …
Solution:
a=3
n=8
r=2
Sn = a(rn – 1) r>1
r–1
S8 = 3(28 – 1)
2–1
= 3(256 – 1)
1
= 3 (255)
S8 = 765.
Example 2:
Find the sum of the first 10 terms of the G.P2, -6, 18, -54, …
Solution:
a=2
n = 10
r = -3
𝑎(1−𝑟 𝑛 )
Sn= 1−𝑟
r <1
S10 = 2(1-(-3)10)
1-(-3)
= 2(1-59049)
1+3
= 2(-59048)
4
= -59048
2
S10 = -29524
SUM TO INFINITY
In general, if the common ratio, r, is a fraction such that -1<x<1, the value of rn approaches zero as n increases towards
infinity. It then follows that the sum
𝑎(1−𝑟 𝑛 )
S= 1−𝑟
becomes
𝒂
𝑺∞ = 𝟏−𝒓
This formula gives the sum to infinity of a geometric progression.

EXAMPLE 1:
Find the sum to infinity of the seriesSn=36+24+6+4+….
Solution
𝑎
𝑆∞ =
1−𝑟
24 2
a=36 r= =
36 3
36
𝑆∞ = 2
1−
3
36
𝑆∞ = 1
3
𝑆∞ = 36 × 3
𝑆∞ = 108
EXAMPLE 2:
The sum to infinity of a GP series is 15/7 and its second term is -6/5. Find the common ratio.
Solution
𝑎
𝑆∞ =
1−𝑟
15 𝑎
=
7 1−𝑟
15(1 − 𝑟) = 7𝑎
Now, ar=-6/5
a=-6/5r
15 (1-r)=7 (-6/5r)
15- 15r =-42/5r
5r(15-15r)=-42
75r-75r2= -42
25r – 25r2 = -14
25r2-25r-14=0
25r2-35r+10r-14=0
5r(5r-7)+2(5r-7)=0

(5r+2)(5r-7)=0
5r+2=0 or 5r-7=0
r=-2/5or 7/5
Note that r=7/5 is not a true value since (7/5) n will not approach zero(0) as n increases towards infinity. Hence the valid
common ratio of the series is -2/5.
PRACTICE EXERCISE:
(1) The 3rd and 6th term of a geometric progression (G.P) are 48 and 142/9 respectively. Write down the first four terms of
the G.P.
(2) The first and third terms of a G.P are 5 and 80 respectively. What is the 4th term?
(3) Find the sum of the first 9 terms of the sequence 84, 42, 21, 10½, …
(4) Find the sum of the first 10 terms of the G.P 4, 8, 16, 32, …
1
(5) Find the sum to infinity of Sn=200+120+72+43 5+……..
1
(6) The first term of a GP series is 4/9 and the sum to infinity is 1 3 . find the common ratio.
SUB-TOPIC 3:
CONTENT: Practical problems involving real life situation
Example 1:
i. A ball was dropped from a height 80m above a concrete floor. It rebounded to the height of ½ of its
previous height at each rebound. After how many bounces is the ball 2.5m high? NECO
Solution
The rebounds forms a sequence of the order

80, 40, 20, …,2.5.
a = 80
r=½
Tn = 2.5 Tn= arn-1
2.5 = 80(½)n-1
n-1
2.5 = (½)
80
5
2
80
= (½)n-1
5 = (½)n-1
2x80
1
/32 = (½)n-1
(½)5 = (½)n-1
n–1=5
n=5+1
n = 6
ii. The 3rd term of a G.P is 54 and the 5th term is 486. Find the
(a) Common ratio
(b) First term
(c) 7th term of the G.P
Solution
(a) T3 = 54 Tn = arn-1

n=3 54 = ar3-1
54 = ar2 --------------- (1)
T5 = 486 486 = ar5-1
n=5 486 = ar4 -------------- (2)
Equation (2)  equation (1)
486 =ar4
54 ar2
9 = r2
r = ±9
r = ±3
(b) Substitute in equation (1)
54 = a(±3)2
54 = 9a
a = 54/9
a=6
(c) a = 6
r = ±3
n=7
Tn = arn - 1
T7 = 6(±3)7 - 1
= 6x36
= 6x729
= 4373
Example 2:
i. If 2, x, y, 54 are in G.P, find x and y.
Solution:
a=2
n=4
T4 = 54
Tn = arn - 1
54 = 2(r)4 -1
54 = 2r3
54
/2 = r3
r3 = 27
r = 33
3
r = 3
a=2
r=3
T2 = x
n=2
Tn = arn - 1
x = 2(3)2 - 1
x = 2x3
x=6
a=2
r=3
T3 = y
n=3
y = 2(3)3 - 1
y = 2(3)2
y = 2x9
 y = 18
ii.Given that x, (x-2), (2x-1) are in G.P. Find the
(a) Value(s) of x
(b) Sequences
(c) Possible value(s) of the 8th term of the G.P
Solution:
Since x, (x-2), (2x-1) are in G.P, the ratio between any of the terms and the one preceding must be common.
i.e (x-2) =(2x-1)
x (x-2)
Cross-multiplying
(x - 2)(x - 2) = x(2x - 1)
x2 – 2x –2x + 4 = 2x2 – x
0 = 2x2 – x – x2 + 2x + 2x – 4
0 = x2 + 3x - 4
2
i.e x + 3x - 4 = 0 (Factorize the equation)
-4x2
x2+ 4x – x - 4 = 0
x(x + 4) – 1(x + 4) = 0
(x + 4)(x - 1) = 0
x + 4 = 0 or x - 1 = 0
x = -4 or x =1
(b) Since x = -4 and 1, we shall have two sequences
For x = -4
x, (x-2), (2x-1)
= -4, (-4 - 2), (2(-4)-1)
= -4, -6, -9
For x = 1
x, (x-2), (2x-1)
= 1, (1-2), (2x1-1)
= 1, -1, 1
(c) For x = -4 the sequence = -4, -6, -9
a = -4
n=8
r=3
2
T8 = -4(3/2) 8 - 1
= -4(3/2)7
= -4 x 2187
128
T8 = - 2187
32
For x =1, the sequence = 1, -1, 1
a=1

n=8
r = -1
T8 = -1(-1)8 - 1
= 1(-1) 7
= -1
PRACTICE EXERCISE:
(3) If the 3rd and 7th terms of a G.P are 12 and 192 respectively, find the sum of the first 6 terms of the sequence.
(4) The third and fifth terms of a geometric progression are 9/2 and81/8 respectively.
Find the (i) Common ratio (ii) First term.
(5) If 2, x, y, -250, … is a geometric progression, find x and y. (JAMB)
CONCLUSION
TOPICAL TEST:
16
1. If 9
, x ,1, y are in Geometric Progression (G.P) find the product of x and y.
A. 2 B. 5 C. 1 D. 8 E. 7 (SSCE)
th
2. The 6 term of a G.P is -2 and its first term is 18.What is its common ratio?
1 1
A. - B. C. 4 D. 7 E. 8 (SSCE)
3 3
3. Find the common ratio in the G.P log 3, log 81, …
A. 1 B. 2 C. 3 D. 5 E. 9 (SSCE)
4. The nth term of a sequence is represented by 3 x 2 (2 – n ).Write down the first three terms of the sequence.
3 3
A. , 3 , 6 B. 6, 3, C. 4, 6, 8 D. 6, 6, 8 E. 4, 6, 8 (SSCE)
2 2
5. The nth term of a sequence is 22n-1.Which term of the sequence is 29?

A. 3rd B. 4th C. 5th D. 6th (SSCE)
6. Find the nth term of the sequence 4,10,16,…

A. 2 (3n-1) B. 2 (3n+2) C. 2n+4 D. 3n+5 (SSCE)
21 71
7. A sequence is given by 2 , 5 , 2 ….. If the nth term is 25, find n.
A. 9 B. 10 C. 12 D. 15 (SSCE)
8. Find the nth term of the sequence 5, 10, 20, 40, 80…
A. 5 x 2n+1 B. 5 x 2n-1 C. 5n D. 6n+1 (SSCE)
9. The nth term of the sequence:-2,4,-8,16,…is given by

A. Tn = 2n B. Tn = (-2n) C. Tn = -2n D. Tn = n2 (SSCE)
1 1
10.. The first and third terms of a G.P. are 1 and respectively. Find the seventh term.
2 6
2 1 1 1
A. 9 B. 3 C. 486 D. 54
THEORY QUESTIONS
2
1. What is the 25th term of 5, 9, 13? The 3rd and 6th terms of a Geometric progression are 48 and 14 9.Write down the
first four terms of the G.P. (SSCE)
2. The third term of a Geometric Progression is 360 and the sixth term is 1215.Find the
(a) common ratio (b) first term (c) sum of the first four terms. (SSCE)
2
3. The 1st and 3rd terms of a geometric Progression are 2 and 9 respectively. Find
(i) the common difference (ii) the 5th term. (SSCE)
2 3 4 5
4. Write down the 15th term of the sequence 1 x 3 ,2 x 4 ,3 x 5 ,4 x 6 …, (SSCE)
5 The sum of the second and third terms of a geometric progression is six times the fourth term. Find the two
possible values of the common ratio.(ii) If the second term is 8 and the common ratio is positive, find the first six terms
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: sequence, series, first term, common ratio,last term,
geometric progression, infinite series.
WEEK: 4
TOPIC: Quadratic Equations
1. Factorize perfect squares
2. Make quadratic expression perfect squares by adding a constant K.
3. Obtain solution of quadratic equation by the method of completing the square
4. Deduce the quadratic formula from completing the square.
5. Construct quadratic equation from sum and product of roots.
6. Solve questions on word problems leading to quadratic equations.

ENTRY BEHAVIOUR: Students can factorize simple quadratic equations.
SUB-TOPIC 1:
CONTENT: MAKING QUADRATIC EXPRESSION PERFECT SQUARES BY ADDING A CONSTANT K
Revision of factorization of perfect squares

A quadratic expression is a perfect square if it can be expressed as the product of two linear factors that are identical. For
example,x2+4x+4=(x+2)(x+2) ,x2+6x+9=(x+3)(x+3) are perfect squares.
Example : Factorize : 𝑥 2 − 22𝑥 + 121
The expression is a perfect square if the first term and the constant terms are both perfect squares. The sign of the middle
term of the quadratic expression can be put between the terms of the linear factors.
For 𝑥 2 − 22𝑥 + 121, the first term is the square of 𝑥 and the constant term is 121 which is the square of 11.
𝑥 2 − 22𝑥 + 121 = (𝑥 − 11)(𝑥 − 11)
= (𝑥 − 11)2
Notice that the middle term is twice the product of the terms of the linear factor. In this case , −22𝑥 = 2(𝑥)(−11)
In this section, we shall consider the constant K to be added to a quadratic expression to make it a perfect square.
Example 1:What must be added to 𝑚2 + 8𝑚 to make the expression a perfect square?
Solution:
Let the constant term be k, 𝑚2 + 8𝑚 + 𝑘 is a perfect square if
𝑚2 + 8𝑚 + 𝑘 = (𝑚 + 𝑎)2
2 2 2
i.e.𝑚 + 8𝑚 + 𝑘 = 𝑚 + 2𝑎𝑚 + 𝑎
equating the coefficients of m, we have
2𝑎 = 8
𝑎=4
Equating the constant terms,
𝑘 = 𝑎2
𝑘 = 42 = 16
Therefore 16 must be added to the expression to make it a perfect square.
In general, the quantity to be added is the square of half of the coefficient of m (or whatever letter is involved)
3
Example 2: What must be added to 𝑤 2 − 4 𝑤 to make it a perfect square?
Solution:
What is to be added is the square of half of the coefficient of w
−3
The coefficient of w is 4
1 −3 −3
Half of the coefficient is 2 × 4
= 8
9 9 3
The square of half of the coefficient is 64
, so 64 must be added to 𝑤 2 − 4 𝑤 to make it a perfect square. i.e
3 9 3 2
𝑤 2 − 4 𝑤 + 64 = (𝑤 − 8
)
PRACTICE EXERCISE:
A. Factorize the following quadratic expressions
1. 𝑒 2 − 8𝑒 + 16
2. 100𝑥 2 + 40𝑥 + 4

3. 36𝑝2 − 12𝑝 + 1
B. What must be added to …
1. X2+4x
2. M2-3m
SUB-TOPIC 2:
CONTENT: SOLUTION OF QUADRATIC EQUATION BY THE METHOD OF COMPLETING THE SQUARE

In this section, we shall solve quadratic equations using method of completing the square
Example 1:
Solve the quadratic equation using completing the square method:
𝑥 2 − 8𝑥 + 4 = 0
Solution
the L.H.S of the equation does not factorize. So, one can rearrange the equation to make the L.H.S a perfect square
𝑥 2 − 8𝑥 = −4
We then find half of the coefficient of 𝑥, square it and add it to both sides of the equation. The reason for that is
to make the L.H.S a perfect square.
1 2 1 2
i.e𝑥 2 − 8𝑥 + ( × −8) = −4+ ( × −8)
2 2
𝑥 2 − 8𝑥 + 16 = −4 + 16
(𝑥 − 4)2 = 12
Take square root of both sides,
(𝑥 − 4) = ±√12
𝑥 = 4 ± √12
EXAMPLE 2:
Solve 3𝑥 2 + 7𝑥 + 3 = 0 using completing the square method.
Solution
L.H.S of 3𝑥 2 + 7𝑥 + 3 = 0 cannot be factorized,
Make the coefficient of 𝑥 2 one by dividing through by 3 to get
7
𝑥2 + 𝑥 + 1 = 0
3
7
𝑥 2 + 𝑥 = −1
3
2
2
7 1 7 1 7 2
𝑥 + 𝑥 + ( × ) = −1 + ( × )
3 2 3 2 3
2
7 49 49
𝑥 + 𝑥+ = −1 +
3 36 36
7 2 13
(𝑥 + ) =
6 36
7 13
(𝑥 + ) = ±√
6 36
7 13
𝑥 =− ±√
6 36

−7 ± √13
𝑥=
6
DEDUCING THE QUADRATIC FORMULA FROM COMPLETING THE SQUARE

The general form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0.
We shall now derive the formula for solving the equation by method of completing the square
Given that, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑏
Since 𝑎 ≠ 0 we can divide through by 𝑎 to get 𝑥2 + 𝑎 𝑥 +
𝑐
𝑎
=0
𝑏 𝑐
𝑥2 + 𝑥 = −
𝑎 𝑎
𝑏 2
We shall now make the left hand side a perfect square by adding (2𝑎) to both sides i.e half of the coefficient of 𝑥 all
squared.
𝑏 𝑏2 𝑏2 𝑐
𝑥2 + 𝑥 + 2 = 2 −
𝑎 4𝑎 4𝑎 𝑎
𝑏 2 𝑏 2 − 4𝑎𝑐
(𝑥 + ) =
𝑎 4𝑎2
Take square root of both sides;
𝑏 𝑏 2 − 4𝑎𝑐
𝑥+ = ±√
𝑎 4𝑎2
−𝑏 √𝑏 2 − 4𝑎𝑐
𝑥= ±
2𝑎 2𝑎
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
This is known as quadratic formula
Example 1: Use quadratic formula to solve, 2𝑥 2 + 𝑥 = 1
We shall write the equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
So, 2𝑥 2 + 𝑥 − 1 = 0
∴ 𝑎 = 2, 𝑏 = 1 𝑎𝑛𝑑𝑐 = −1
Use the formula,
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
2
−1 ± √1 − 4(2)(−1)
𝑥=
2(2)
−1 ± √9
𝑥=
4
−1 + 3 −1 − 3
𝑥= 𝑜𝑟𝑥 =
4 4
1
𝑥 = 𝑜𝑟𝑥 = −1
2
EXAMPLE 2: i.Solve using the quadratic formula, 3𝑝2 − 8𝑝 + 2 = 0
Solution
Considering the coefficients of 3𝑝2 − 8𝑝 + 2 = 0
𝑎 = 3, 𝑏 = −8, 𝑐 = 2

−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑝=
2𝑎
−(−8) ± √(−8)2 − 4𝑎𝑐
=
2(3)
8 ± √64 − 24
=
6
8 ± 6.3246
=
6
∴ 𝑝 ≃ 2.39 𝑜𝑟𝑝 ≃ 0.28
ii. Use quadratic formula to solve;
𝑥 1 5
− =
4 𝑥 2
Solution; first is to clear the fractions by multiplying each term of both sides of the equation by the LCM of the
denominators which 4𝑥,
𝑥 1 5
4𝑥 ( ) − 4𝑥 ( ) = 4𝑥 ( )
4 𝑥 2
𝑥 2 − 4 = 10𝑥
On rearranging, we have;
𝑥 2 − 10𝑥 − 4 = 0
𝑠𝑜𝑡ℎ𝑎𝑡, 𝑎 = 1, 𝑏 = −10, 𝑐 = −4
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
−(−10) ± √(−10)2 − 4(1)(−4)
=
2(1)
10 ± √116
=
2
10 ± 2√29
=
2
= 5 ± √29
= 5 + 5.3852 𝑜𝑟 5 − 5.3852
∴ 𝑥 ≃ 10.39 𝑜𝑟𝑥 ≃ −0.39
PRACTICE EXERCISE:
Solve the following using completing the square method
1. 𝑥 2 − 6𝑥 + 4 = 0
2. 𝑝2 + 3𝑝 + 1 = 0
Use quadratic formula to solve the following equations:
1. i. 2𝑥 2 + 3𝑥 = 3
ii. 1 = 6𝑥 2 − 𝑥
2 i. 16 + 8𝑥 + 𝑥 2 = 0
2𝑥 4𝑥−2
ii. 2𝑥+3 = 15
SUB-TOPIC 3:
CONTENT: CONSTRUCTION OF QUADRATIC EQUATION FROM SUM AND PRODUCT OF ROOTS
We shall now consider how to construct quadratic equations from sum and product of roots. The root on an equation is the
value that satisfies the equation.
Let 𝑝𝑎𝑛𝑑𝑞 be roots of a quadratic equation then (𝑥 − 𝑝)(𝑥 − 𝑞) = 0
𝑥 2 − 𝑥𝑞 − 𝑥𝑝 + 𝑝𝑞
𝑥 2 − (𝑝 + 𝑞)𝑥 + 𝑝𝑞 = 0 … … … (𝑖)
The general form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 ; 𝑎≠0
Divide through by 𝑎
𝑏 𝑐
𝑥2 + 𝑥 + = 0 … … … (𝑖𝑖)
𝑎 𝑎
Comparing equations (i) and (ii); equating coefficients of x, we have,
𝑏
−(𝑝 + 𝑞) =
𝑎
𝑏
(𝑝 + 𝑞) = − 𝑖. 𝑒𝑠𝑢𝑚𝑜𝑓𝑟𝑜𝑜𝑡𝑠
𝑎
𝑐
Equating their constant terms; we have 𝑝𝑞 = 𝑎 𝑖. 𝑒𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑜𝑓𝑟𝑜𝑜𝑡𝑠
Consequently, a quadratic equation can be expressed or written as;
𝑥 2 − (𝑠𝑢𝑚𝑜𝑓𝑟𝑜𝑜𝑡𝑠)𝑥 + (𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑜𝑓𝑟𝑜𝑜𝑡𝑠) = 0
1 −2
Example 1: Find the quadratic equation whose roots are 2 𝑎𝑛𝑑 3
Solution
−2 1 1 −2
The equation is 𝑥 2 − ( + )𝑥 + ( )( ) = 0
3 2 2 3
−1 1
𝑥2 − ( )𝑥 − = 0
6 3
Clear the fraction by multiplying through by the LCM of the denominator i.e. 6
⇒6𝑥 2 + 𝑥 − 2 = 0
EXAMPLE 2:
Construct the quadratic equation whose sum and product of roots are respectively 2 − √3𝑎𝑛𝑑 2 + √3.
Solution
𝑥 2 − (2 − √3 + 2 + √3)𝑥 + ((2 + √3)(2 − √3)) = 0
𝑥 2 − (2 + 2)𝑥 + (4 − 3) = 0
2
⇒ 𝑥 − 4𝑥 + 1 = 0
PRACTICE EXERCISE:
1. Find the sum and product of the roots of the following quadratic equations:
i. 𝑥 2 − 2𝑥 = 10
1
ii. 𝑥+𝑥−3=0
2. Find the quadratic equation whose roots are;
i. −3 𝑎𝑛𝑑 2
1
ii. 1 2 𝑎𝑛𝑑 1
iii. −0.5 𝑎𝑛𝑑 − 0.25
iv. 1 − √2 𝑎𝑛𝑑 1 + √2
SUB-TOPIC 3:
CONTENT: WORD PROBLEMS LEADING TO QUADRATIC EQUATIONS
In this section, we shall consider some word problems leading to quadratic equation.
Example 1: If 63 is subtracted from twice the square of a number, the result is the same as five times of the number. Find
the number
Solution
Let 𝑥𝑏𝑒the number,
Twice the square of the number is 2𝑥 2
The equation required is 2𝑥 2 − 63 = 5𝑥
On rearranging, we have 2𝑥 2 − 5𝑥 − 63 = 0
This is then solved using any of the known methods (completing the square method or quadratic formula or factorization
method)
1
∴ 𝑡ℎ𝑒𝑛𝑢𝑚𝑏𝑒𝑟𝑠𝑎𝑟𝑒𝑥 = 7 𝑎𝑛𝑑𝑥 = −4
2
Example 2: Find two consecutive odd numbers whose product is 399
Solution:
Let the smaller of the odd number be 𝑥, the other one will be 𝑥 + 2 (note that this approach also goes
for consecutive even numbers)
𝑥(𝑥 + 2) = 399
𝑥 2 + 2𝑥 − 399 = 0
Solving this equation, we obtain, 𝑥 = 19 𝑜𝑟𝑥 = −21
If 𝑥 = 19, then the other will be 𝑥 + 2 = 19 + 2 = 21
If 𝑥 = −21, then the other will be −21 + 2 = −19
Therefore, the numbers are -19 & -21 or 19 & 21.
PRACTICE EXERCISE:
1. A mother is 36 years old and her son is 6 years. When will the product of their ages be 451
2. The hypotenuse of a right angled triangle is one unit more than twice the shortest side. The third side is one unit
less than twice the shortest side. Find the; (a) shortest side (b) hypotenuse.
3. A man is 3 times as old as his son, 8 years ago, the product of their ages was 112. Find their present ages.
CONCLUSION
TOPICAL TEST:
1. What value of k makes the given expression a perfect square? m2− 8m + k.
A. 2 B. 4 C. 8 D. 16 E. 64 (SSCE)
2 2
2. Factorize: 5y + 2ay − 3a
A. (5y-a)(y+3a) B. (5y+a)(y-3) C. (5y2+a)(2y-3a)
D. (y-a)(5y+3a) E. (y+a)(5y-3a) (SSCE)
3. Factorize the following expression: 2x +x – 15.
2
A. (2x+5)(x-3) B.(2x-5)(x-3) C. (2x-5)(x-3) D.(2x-3)(x+5)

E. (2x+5)(x+3) (SSCE)
4. If 4x2-12x+c is a perfect square, find the value of c.
A. 36 B. 9 C. 9/4 D. -9/4 E. 24 (SSCE)
5. Factorize completely 4a3-a

A. a(4a2-1) B. (2a-1)(2a+1) C. a(2a-1) D. 2a2(a-1) E. (2a+1)(2a-1)

(SSCE)
6. Factorize 3a2-11a+6
A. (3a-2)(a - 3) B. (2a-2)(a-3) C. (3a - 2)(a - 3) D. (3a + 2)(a -3)
E. (2a-3)(a+2) (SSCE)
7. Factorize a2 – 3a – 10
A. (a+5)(a+2) B. (a - 5)(a - 2) C. (a + 5)(a - 2) D.(a - 5)(a + 2)
8. Factorize the expressions: 2𝑦2+𝑥𝑦 − 3𝑥 2

A. 2𝑦(𝑦 + 𝑥)-3𝑥 2 B. (2𝑦 − 𝑥)(2𝑦 + 𝑥) C. (3𝑥 − 2𝑦)(𝑥 − 𝑦)
2
D.(2𝑦 + 3𝑦)(𝑦 − 𝑥) E. (𝑥 − 𝑦)(2𝑦 + 3𝑥 )
9. What must be added to the expression x2-18 to make it a perfect square?

A. 3 B. 9 C.36 D.72 E. 81 (SSCE)
10. Factorize the expression 2s2-3st-2t2

A. (2s-t)(s+2t) B. (2s+t)(s-2t) C. (s+t)(2s-t) D. (2s+t)(s-t)
E. (2s+t)(s+2t) (SSCE)
11. Factorize 2x2−2x + 45

A. (2𝑥 − 9)(𝑥 − 5) B. (2𝑥 − 15)(𝑥 − 3) C. (2𝑥 + 15)(𝑥 − 3)
D. (2𝑥 − 15)(𝑥 − 3) E. (2𝑥 − 9)(𝑥 + 5) (SSCE)
12. Factorize 6𝑥2+7𝑥𝑦 − 5𝑦2

A.(6𝑥 + 5)(𝑥 − 𝑦) B.(2𝑥 + 5𝑦)(3𝑥 − 𝑦) C. (3𝑥 + 𝑦)(2𝑥 − 𝑦)
D. (3𝑥 + 5𝑦)(2𝑥 − 𝑦) E. (2𝑥 + 𝑦)(3𝑥 − 5𝑦) (SSCE)
ESSAY
1. Factorize 𝑥 2 + 4𝑥 − 192. (SSCE)
2. Factorize 2e2− 3e + 1 (SSCE)
3. Find the value of m which makes 𝑥 2+8𝑥 + 𝑚a perfect square. (SSCE)
4. Given that (2𝑥 + 7) is a factor of 2𝑥2+3𝑥 − 14, find the other factor (SSCE)
1
5. Derive an equation whose coefficients are integers and which has roots of /2 and -7.
6. Three years ago a father was four times as old as his daughter is now. The product of their present ages is 430.
Calculate present ages of the daughter and the father.(SSCE 1989)
7. Solve the equation correct to two decimal places: 2𝑥2+7𝑥 − 11 = 0. (SSCE 1991)
8. Using the method of completing the square, find the roots of the equation 𝑥 2−6𝑥 + 7 = 0
Correct to 1 decimal place. (SSCE)
9. The product of two consecutive positive odd numbers is 195. By constructing a quadratic equation and solving it,
find the two numbers. (SSCE)
10. The area of a rectangular floor is 135𝑚2. One side is 1.5𝑚 longer than the other. Calculate
(a) The dimensions of the floor
(b) If it costs 𝑁250.00 per square metre to carpet the floor and only 𝑁2000.00 is
available, what area of the floor can be covered with the carpet? (SSCE)
11. A rectangular lawn of length (0 + 5) metres is (𝑥 − 2) metres wide. If the diagonal is
(𝑥 + 6) metres, find;
(i) the value of 𝑥
(ii) the area of lawn.
12. The sum of the ages of a woman and her daughter is 46 years. In 4 years’ time, the ratio of their ages will be 7:2.
Find their present ages. (SSCE 2001)
13. The sides of a rectangular floor are 𝑥𝑚𝑎𝑛𝑑(𝑥 + 7)𝑚. The diagonal is (𝑥 + 8)𝑚.
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Quadratic equation, Factorize, perfect square,
coefficient, roots, quadratic formula.
PUZZLES / BRAIN TEASER: INSPIRATIONAL QUOTE
WEEK: 5
TOPIC: Simultaneous Linear and Quadratic Equation 1
1. Solve simultaneous linear equations (Revision).
2. Proffer solution to linear and quadratic equations.
3. Graphical solution of linear and quadratic equations
ENTRY BEHAVIOUR: Students can factorise simple algebraic and quadratic equations.
SUB-TOPIC 1:

CONTENT: SIMULTANEOUS LINEAR EQUATIONS (REVISION)
Simultaneous linear equations (revision)
Recall: Simultaneous means happening or done at the same time i.e. following each other. It can be solved either
graphically or algebraically. Algebraically involves using either substitution or elimination methods
Example 1: Solve the following pairs of simultaneous equation
2𝑥 − 𝑦 = 8
3𝑥 + 𝑦 = 17
Solution:
ELIMINATION METHOD
(a) 2𝑥 − 𝑦 = 8 , 3𝑥 + 𝑦 = 17
On adding both equations, we have
5𝑥 = 25
𝑥=5
Substituting for 𝑥 in equation (1)
2𝑥 − 𝑦 = 8
2(5) − 𝑦 = 8
𝑦=2
⇒𝑥 = 5 , 𝑦 = 2
Using substitution method;
(a) 2𝑥 − 𝑦 = 8 ………….(1)
,3𝑥 + 𝑦 = 17 …………(2)
In (2), 𝑦 = 17 − 3𝑥 … … … … … … . (3)
Substituting 𝑦 in equation (1), we have
2𝑥 − (17 − 3𝑥) = 8
2𝑥 − 17 + 3𝑥 = 8
5𝑥 = 25
𝑥=5
In (3), 𝑦 = 17 − 3(5)
= 17 − 15
𝑦=2
EXAMPLE 2: Solve the pairs of equations;
27𝑥
81𝑥+2𝑦
= 9and𝑥 + 4𝑦 = 0
Solution;
33𝑥
= 32
34(𝑥+2𝑦)
2 2 1
Recall; 𝑎2 = 1 × 𝑎2 = 2𝑎−2
⇒ 33𝑥 × 3−4(𝑥+2𝑦) = 32
33𝑥−4(𝑥+2𝑦) = 32
Comparing the powers of 3, we have,
3𝑥 − 4(𝑥 + 2𝑦) = 2
3𝑥 − 4𝑥 − 8𝑦 = 2
−𝑥 − 8𝑦 = 2 … … (𝑖)
𝑥 + 4𝑦 = 0 … … … (𝑖𝑖)
Solving equations (i) and (ii) we obtain values for 𝑥 𝑎𝑛𝑑 𝑦
−1
i.e𝑥 = 2 𝑎𝑛𝑑 𝑦 = 2
PRACTICE EXERCISE:
1. Solve the following pairs of simultaneous equations
(a) 3𝑦 − 2𝑥 = 21
,5𝑥 + 4𝑦 = 5
125𝑥
(b) 25
= 52𝑥−𝑦 , 32𝑥−5𝑦 = 81
2. Solve the questions below; (WAEC)
(a) 2𝑥+2𝑦 = 1 , 32𝑥+𝑦 = 27
(b) 2𝑥 + 3𝑦 − 1 = 3𝑥 + 𝑦 + 7 = 𝑥 + 2𝑦
(c) 2.32𝑎 + 1.44𝑏 = 15.6
,4.8𝑎 − 1.92𝑏 = 2.88
SUB-TOPIC 2:
CONTENT: SOLUTION OF LINEAR AND QUADRATIC EQUATIONS
When solving a simultaneous equation involving one linear and one quadratic such as 𝑥 2 , 𝑦 2 (or 𝑥𝑦) graphical or
substitution not elimination method is frequently used.
EXAMPLE 1: Solve the pair of equation;3𝑥 2 + 5𝑥𝑦 − 𝑦 2 = 3………………. (i)
𝑥−𝑦 =4 …………………(ii)
Solution
from equation (ii),
𝑥−𝑦 =4
𝑥 =𝑦+4 … … … … … (𝑖𝑖𝑖)
Substituting for 𝑥 in (i),
3𝑥 2 + 5𝑥𝑦 − 𝑦 2 = 3
3(𝑦 + 4)2 + 5(𝑦 + 4)𝑦 − 𝑦 2 = 3
3(𝑦 2 + 8𝑦 + 16) + 5𝑦 2 + 20𝑦 − 𝑦 2 = 3
3𝑦 2 + 24𝑦 + 48 + 5𝑦 2 + 20𝑦 − 𝑦 2 = 3
Collecting like terms and rearranging the equation; we have
7𝑦 2 + 44𝑦 + 45 = 0
Using any of the methods learnt previously for solving quadratic equations, we have that
−9
𝑦 = −5 𝑜𝑟 𝑦 =
7
𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑛𝑔 𝑓𝑜𝑟 𝑦 𝑖𝑛 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 (𝑖𝑖𝑖)
−9
When 𝑦 = −5, When 𝑦 = 7
−9
𝑥 = −5 + 4𝑥 = +4
7
19
= −1 =
7
19 −9
∴ (−1, −5); ( , )
7 7
EXAMPLE 2: Solve completely; 𝑚2 − 𝑛2 = 29
𝑚+𝑛=7
Solution:
Note: 𝑚2 − 𝑛2 = (𝑚 + 𝑛)(𝑚 − 𝑛) 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑡𝑤𝑜 𝑠𝑞𝑢𝑎𝑟𝑒
(𝑚 + 𝑛)(𝑚 − 𝑛) = 29 … … (𝑖)
(𝑚 + 𝑛) = 7 ……….(ii)
Substituting for m+n in (ii),
7(𝑚 − 𝑛) = 29
7𝑚 − 7𝑛 = 29 … … (𝑖𝑖𝑖)
Multiply equation (ii) by 7
7𝑚 + 7𝑛 = 49 … … . . (𝑖𝑣)
Add (iii) & (iv)
14𝑚 = 78
78 39
𝑚= =
14 7
Substitute for m in (ii),
39
+𝑛 =7
7
39
𝑛 =7−
7
10
𝑛=
7
39 10
∴𝑚= , 𝑛=
7 7
PRACTICE EXERCISE:
1. Solve: (a) 9𝑦 2 + 8𝑥 = 12
2𝑥 + 3𝑦 = 4
(b.) 𝑦 = 5𝑥 + 3
𝑥 2 − 𝑦 2 + 45 = 0 (𝑊𝐴𝐸𝐶)
2. (a)A man is 𝑥 years old while his son is 𝑦 years old. The sum of their ages is equal to twice the difference of their
ages. The product of their ages is 675. Write down the equations connecting their ages and solve the equations in
order to find the ages of the man and his son. (WAEC)
3. Solve :𝑥 2 − 4𝑦 2 = 5
5 − 2𝑦 + 𝑥 = 0
SUB-TOPIC 3:
CONTENT: GRAPHICAL SOLUTION OF LINEAR AND QUADRATIC EQUATIONS
Note: To use graphical method, plot the graphs of each equation on the same axes. Then read off the x & y coordinates of
the points where both lines cross to obtain the required solution.
Example 1:
Solve the following simultaneous equations graphically: 𝑦 = 2𝑥 2 + 𝑥 − 5 , 𝑦 = 3 − 𝑥
Solution
Tables of values (𝑦 = 2𝑥 2 + 𝑥 − 5)
𝒙 -3 -2 -1 0 1 2
2𝑥 2 18 8 2 0 2 8
𝑥 -3 -2 -1 0 1 2
−5 -5 -5 -5 -5 -5 -5
𝒚 10 1 -4 -5 -2 5
𝑦 =3−𝑥
𝒙 -2 0 2
𝒚 5 3 1
12
10
8
6
Axis Title
4 Y-Values
2 Column1
0 Linear (Column1)
-4 -2 0 2 4
-2
-4
-6
Axis Title
From the graph, x≃1.6 and y≃1.5 or x≃ -1.6 and y=5.6

EXAMPLE 2:
Draw the graphs of 𝑦 = 3𝑥 2 − 5𝑥 − 8
(a) Use your graph to solve the following equations;
(i) 3𝑥 2 − 5𝑥 − 8 = 0
(ii) 3𝑥 2 − 5𝑥 − 20 = 0
(iii) 3𝑥 2 − 8𝑥 − 6 = 0
(b) Find the minimum value of 𝑦 = 3𝑥 2 − 5𝑥 − 8

Solution
Tables of values for 𝑦 = 3𝑥 2 − 5𝑥 − 8
𝒙 -2 -1 0 1 2 3 4
3𝑥 2 12 3 0 3 12 27 48
−5𝑥 10 5 0 -5 -10 -15 -20
−8 -8 -8 -8 -8 -8 -8 -8
𝒚 14 0 -8 -10 -6 4 20

25
20
15
10
Axis Title
Y-Values
5
Column1
0 Linear (Column1)
-4 -2 0 2 4 6
-5
-10
-15
Axis Title
(i) From the graph, 𝑥 = −1 𝑜𝑟 2.7

(ii) For 3𝑥 2 − 5𝑥 − 20 = 0, we have to make it look like the first graphical equation given. So we add 12
to both sides;
3𝑥 2 − 5𝑥 − 20 + 12 = 0 + 12
3𝑥 2 − 5𝑥 − 8 = 12
The line 𝑦 = 12 is drawn on the graph∴ 𝑥 = −1.9 𝑜𝑟 3.5
(iii) For this, we add 3𝑥 to both sides ; 3𝑥 2 − 8𝑥 + 3𝑥 − 6 = 0 + 3𝑥

3𝑥 2 − 5𝑥 − 6 = 3𝑥
Then subtract 2 from both sides as well,
3𝑥 2 − 5𝑥 − 6 − 2 = 3𝑥 − 2
3𝑥 2 − 5𝑥 − 8 = 3𝑥 − 2
The line 𝑦 = 3𝑥 − 2 has tables of values as follows
𝒙 -2 0 2
𝒚 -8 -2 4
From the graph above, 𝑥 = −0.6 𝑜𝑟 3.3
(b) The minimum value of 3𝑥 2 − 5𝑥 − 8 is where the turning point of the curve is, i.e at 𝑦 = −10 and it occurs at 𝑥 =
0.82
PRACTICE EXERCISE:
1. Solve the following simultaneous equations graphically;
(a) 𝑦 = 𝑥 2 − 𝑥 − 8 , 𝑦 = 2𝑥 + 3
(b) 𝑦 = 3𝑥 2 + 4𝑥 − 8 , 𝑦 + 5𝑥 + 4 = 0
2. (a) Copy and complete the following table of values for the relation;
𝑦 = 2 + 𝑥 − 𝑥2
𝒙 -2 -1.5 -1 -0.5 0 0.5 1 1.5
𝒚 0 1.25
.(b) Draw the graph of the relation using a scale of 2cm to 1 unit on each axis.
(c) Using the same axes, draw the graph of 𝑦 = 1 − 𝑥
(d) From your graphs determine the roots of the equation 1 + 2𝑥 − 𝑥 2 = 0 (WAEC)
CONCLUSION
TOPICAL TEST:
OBJECTIVES
1. Solve for a and b in the equations: 4a = 1 − 3b and 4b = −1 − 6a.
A. a = 2, b = 5. B. x = −3, b = 2. C. a = 5, b = -31/2D. a = -31/2,b = 5
3. Half of A`s money plus one-fifth of B`s makes N100. Two-thirds of A`s money plus
Two-fifth of B`s makes N150. How much money has each?
A. N150, N25 B. N130, N145 C. N150, N125 D. N100, N50
4. Solve for m and n in the equations: 2m − n = 5 and 3m + 2n = −24.

A. 𝑚 = −2, 𝑛 = −9 B. 𝑚 = 3, 𝑛 = 7 C. m = 2, n = 9 D. m = 4, n = 8
5.. A cyclist cycles for x hours at 12 km/h and y hours at 18 km/h. Altogether she cycles78 km in 5 hours. Find
𝑥 𝑎𝑛𝑑 𝑦.
A. 𝑥 = 2, 𝑦 = 3 B. x = 3, b = 5 C. x = 3, y = 4 D. x = −2, y = 3
6. . Solve the following equations: 5𝑥 − 19 = 2𝑦 and 3𝑦 + 18 = 4𝑥

A. 𝑥 = 4, 𝑦 = −2 B. 𝑥 = 3, 𝑦 = −2 C. 𝑥 = 5, 𝑦 = 4 D. 𝑥 = −3, 𝑦 = 2
7. olve for r and s in the following equations: 7r + 3s = −3 and 6r + 9s = 0

A. r = −2/5, s =4/5B. r = 2, s = −5. C. r = −3/5, s =2/3 D. r =6/5,s = −2
4 y = x² - 3x - 3
2
y - axis
0
-2 -1 0 1 2 3 4 5
-2
-4
-6
x - axis
The graph above represents the relation 𝑦 = 𝑥 2 − 3𝑥 − 3. Use it to answer questions 1 and 2.
7. Find the values of 𝑥 for which 𝑥 2 − 3𝑥 = 7

A. -1.55, 4.55 B. 1.55, -4.55 C. -1.55, -4.55 D. 1.55, 4.55 (SSCE)
8. What is the equation of line of symmetry of the graph?

A. 𝑦 = 0.5 B. 𝑥 = 1.0 C. 𝑥 = 1.5 D. 𝑦 = 4.6 (SSCE)
The following is a graph of a quadratic function. Use it to answer question 3 and 4.
10
6
y = x2 - 5x + 4
4
0
-2 -1 0 1 2 3 4 5 6
-2
-4
9. Find the co-ordinates of point P.

A. (0, 4) B. (1, 4) C. (0, -4) D. (-4, 0) (SSCE)
10. Find the values of 𝑥 when 𝑦 = 0.

A. 1, 3 B. 1, 4 C. 2, 3 D.1, 6 (SSCE)
Use the graph below to answer questions 5 and 6

6
0
-5 -4 -3 -2 -1 0 1 2 3 4
-2
-4
-6
-8
-10
-12
-14
11. What is the equation of the curve?

A. 𝑦 = 3 + 2𝑥 − 𝑥 2 B. 𝑦 = 3 − 2𝑥 − 𝑥 2 C. 𝑦 = 𝑥 2 + 2𝑥 − 3 D. 𝑦 = 𝑥 2 + 2𝑥 + 3
(SSCE)
12. Which of these best describes the points of intersection of the curve and the line?
A. 𝑥 2 + 5𝑥 − 6 = 0 B. 𝑥 2 − 5𝑥 − 6 = 0 C. 𝑥 2 ∓ 𝑥 − 6 = 0 D. 𝑥 2 − 𝑥 − 6 = 0
12
10
0
-2 -1 0 1 2 3 4 5 6 7
-2
-4
(SSCE)
The figure is the graph of a quadratic equation. Use the information to answer questions 7 and 8.
13. What are the roots of the equation?

A. -1 and 1 B. 4 and -1 C. 1 and 4 D. 4 and 4 (SSCE)
14. What is the equation of the curve?

A. 𝑦 = 𝑥 2 + 6𝑥 + 4 B. 𝑦 = 𝑥 2 − 5𝑥 − 4 C. 𝑦 = 𝑥 2 − 5𝑥 + 4 D. 𝑦 = 𝑥 2 + 5𝑥 − 4
4
y = x2 + 3x - 4
2
0
-6 -5 -4 -3 -2 -1 0 1 2 3 4
-2
-4
-6
-8
(SSCE)
Use the graph above to answer questions 9 and 10
15. What are the roots of the equation 𝑥 2 + 3𝑥 − 4 = 0?
A. 1, 4 B. -1. -4 C. -1. 4 D. -4.1 (SSCE)
What is the smaller value of x for which 𝑥 2−3𝑥 + 2 = 0?
A. 1 B. 2 C. 3 D. 4 E. 5 (SSCE)
16. Solve the equation 3𝑥2+25𝑥 − 18 = 0

A. -3, 2 B. -2, 3 C. -2, 9 D. -9, 2/3 E. -2/3, 9 (SSCE)
17. Solve the equation (𝑥 + 2)(𝑥 − 7) = 0

A. 𝑥 = 1 𝑜𝑟 8 B. 𝑥 = 2 𝑜𝑟 7 C. 𝑥 = −4 𝑜𝑟 5 D. 𝑥 = −3 𝑜𝑟 6 E. 𝑥 = −5 𝑜𝑟 − 2 (SSCE)
18. The roots of a quadratic equation are -1/4 and 3. The quadratic equation is
A. 4𝑥 2−13𝑥 − 3 = 0 B. 4𝑥2−11𝑥 − 3 = 0 C. 4𝑥2+11𝑥 − 3 = 0D. 3𝑥2+11𝑥 − 3 = 0
E. 3𝑥2−11𝑥 + 3 = 0. (SSCE)
19. Which of the following equations has its roots as 4 and -5?
A. 𝑥 2+4𝑥 − 20 = 0B. 𝑥2+𝑥 + 20 = 0 C. 𝑥2+20 = 0 D. 𝑥 2+𝑥 − 20 = 0 E. 𝑥2−𝑥 − 20 = 0 (SSCE)
(𝑦 + 2)
20. For what value of y is the expression 𝑦 = 𝑦2 −3𝑦 − 10 undefined?
A. y =0 B. y= 2 C. y= 3 D. y= 5 E. y=10 (SSCE)
ESSAT
1. The table shows the values of the relation 𝑦 = 11 − 2𝑥 2 for -4≤ 𝑥 ≤ 3

x -4 -3 -2 -1 0 1 2 3
y -13 11
(a) Copy and complete the table

(b) Using 2cm to 1 unit on the x-axis and 2cm to 5 units on the y-axis,
draw the graph of 𝑦 = 11 − 2𝑥 − 2𝑥 2
(c) Use your graph to find:
i. the roots of the equation 11 − 2𝑥 − 2𝑥 2 = 0
ii. the value for which 3 − 2𝑥 − 2𝑥 2 = 0
iii. the gradient of the curve at x=1. (SSCE)
6. a. Draw the table of values for the relation 𝑦 = 3 + 2𝑥 − 𝑥 2 for the interval −3 ≤ 𝑥 ≤ 4
b. Using a scale of 2cm to 1 on the x-axis and 2cm to 2 units on the y-axis, draw the graphs of:
i.𝑦 = 3 + 2𝑥 − 𝑥 2
ii.𝑦 = 2𝑥 + 3 for −3 ≤ 𝑥 ≤ 4.
c. Use your graph to find:
i.The roots of the equation 3 + 2𝑥 − 𝑥 2 = 2𝑥 + 3
ii. The gradient of 𝑦 = 3 + 2𝑥 − 𝑥 2 at 𝑥 = −2
7. a. Draw the table of values for the relation y=𝑥 2 for the interval −3 ≤ 𝑥 ≤ 4
b. Using a scale of 2cm to 1 on the x-axis and 2cm to 2 units on the y-axis, draw the graphs of:
i. 𝑦 = 𝑥 2
ii. 𝑦 = 2𝑥 + 3for−3 ≤ 𝑥 ≤ 4.
c. Use your graph to find:
i. The roots of the equation 𝑥 2 = 2𝑥 + 3
ii. The gradient of 𝑦 = 𝑥 2 at 𝑥 = −2 (SSCE)
8. a. Copy and complete and the following table of values for the relation 𝑦 = 𝑥 2 − 2𝑥 − 5.
x -3 -2 -1 0 1 2 3 4
y -2 -6 -2 3 10
b. Draw the graph of the relation 𝑦 = 𝑥 2 − 2𝑥 − 5; using a scale of 2cm to 1 unit on the x-axis,
and 2cm to 2 units on the y-axis
c. Using the same axes, draw the graph of 𝑦 = 2𝑥 − 3
d. Obtain in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where a, b and c are integers, the equation which is
satisfied by the x-coordinate of the points of intersection of the two graphs.
e. from your graphs, determine the roots of the equation obtained in d. above.(SSCE)
9. (a) Copy and complete the values for the relation 𝑦 = 5 − 7𝑥 − 6𝑥 2 for −3 ≤ 𝑥 ≤ 2.

x -3 -2 -1 0 0.5 0 1 2
y -28 6 5
(b) Using a scale of 2cm to 1 unit on the x-axis and 2cm to 5 units on the y-axis, draw the:
i. Graph of 𝑦 = 5 − 7𝑥 − 6𝑥 2
ii. line y=3 on the same axis
(c) Use your graph to find the
i. roots of the equation 2 − 7𝑥 − 6𝑥 2 = 0
ii. Maximum value of 𝑦 = 5 − 7𝑥 − 6𝑥 2 (SSCE)
10. a. Copy and complete the following table of values for 𝑦 = 2𝑥 2 − 9𝑥 − 1

x -1 0 1 2 3 4 5 6
y -1 -8 -11
b. Using a scale of 2cm to represent 1 unit on the x axis and 2cm to represent 5 units on
the y-axis, draw the graph of 𝑦 = 2𝑥 2 − 9𝑥 − 1.
c. Use your graph to find the:
i. Roots of the equation 2𝑥 2 − 9𝑥 = 4, correct to one decimal place
ii. Gradient of the curve 𝑦 = 2𝑥 2 − 9𝑥 − 1 at x=3 (SSCE 1994)
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Gradient, line of symmetry, linear graph, quadratic
graph, coordinator, x-axis, y-axis, table of values
PUZZLES / BRAIN TEASER:
NSPIRATIONAL QUOTES

WEEK: 6
TOPIC: SIMULTANEOUS LINEAR AND QUADRATIC EQUATIONS 2
1. Solve word problems leading to simultaneous equations (capital market).
2. Obtain gradient of curve.
ENTRY BEHAVIOUR: Students can solve questions on simultaneous linear and quadratic equations.
SUB-TOPIC 1:
CONTENT: WORD PROBLEMS LEADING TO SIMULTANEOUS EQUATIONS
Note: Read the question carefully so as to understand what you need to find. Choose letters for the unknowns. Solve the
equations formed from the information.
Example 1:
The diagram below is a rectangle. Find the perimeter and the area of the rectangle
(5𝑥 + 5)𝑐𝑚
(4𝑥 + 1)𝑐𝑚 (5𝑥 − 𝑦)𝑐𝑚
(𝑥 + 7𝑦)𝑐𝑚
𝐬𝐨𝐥𝐮𝐭𝐢𝐨𝐧
Opposite sides of a rectangle are equal, so we equate each of them and we obtain a simultaneous equation;
5𝑥 + 5 = 𝑥 + 7𝑦
5𝑥 − 𝑥 − 7𝑦 = −5
4𝑥 − 7𝑦 = −5 … … … . (𝑖)
4𝑥 + 1 = 5𝑥 − 𝑦
4𝑥 − 5𝑥 + 𝑦 = −1
−𝑥 + 𝑦 = −1 … … … . . (𝑖𝑖)
With the previous knowledge on simultaneous equation, solving equations (i) & (ii)
We obtain 𝑥 = 4 , 𝑦 = 3
∴ 5𝑥 + 5 = 5(4) + 5 = 25
4 + 7(3) = 4 + 21 = 25
4(4) + 1 = 16 + 1 = 17
5(4) − 3 = 20 − 3 = 17
Perimeter = 2L + 2B or 2(L+B)
= 2(25) + 2(17)
= 50 + 34
= 84cm
Area = LB
= 25cm x 17cm
= 425𝑐𝑚2
EXAMPLE 2:
A number is made up of two digits. The sum of the digits is 11. If the digits are interchanged, the original number
is increased by 9. Find the number. (WAEC)
Solution:
Let the digits be 𝑝 𝑎𝑛𝑑 𝑞, where p is the tens digit and q is the unit part, so the number is 10p+q. when the digits
are interchanged, the tens digit becomes q and the unit digit becomes p. hence the number is 10q+p
But , 10𝑞 + 𝑝 = 10𝑝 + 𝑞 + 9
10𝑞 + 𝑝 − 10𝑝 − 𝑞 = 9
9𝑞 − 9𝑝 = 9
Divide through by 9
𝑞 − 𝑝 = 1 … … … (𝑖)
We were told that the sum of the digits 11, i.e 𝑞 + 𝑝 = 11 … . . (𝑖𝑖)
Adding (i) & (ii), 2q = 12
q=6
substituting for q in (ii)
p + 6 = 11
p=5
∴ the number = 10𝑝 + 𝑞 = 10(5) + 6 = 56
PRACTICE EXERCISE:
1. The sum of two numbers is 110 and their difference is 20. Find the two numbers
2. The perimeter of a rectangular lawn is 24m. if the area of the lawn is 35𝑐𝑚2 , how wide is the lawn?
(JAMB)
SUB-TOPIC 2:
CONTENT: LINEAR GRAPH (REVISION)
Recall that any equation whose highest power of the unknown is one is a linear equation. The expression y = ax + b where
a & b are constants, represents a general linear function. Its graph is a straight line. To plot the graph of a linear function,
two distinct points are sufficient to draw the straight line graph.
Example 1:
Draw the graph of y = 3x – 2
Solution: A table of three points is prepared below
𝒙 -1 2 5
Scale: 1cm to 1 unit on x- 𝒚 -5 4 13

axis
1cm to 5 units on y- axis

Y-Values
20
10
0 Y-Values
-4 -2 0 2 4 6
-10
-20
GRADIENT OF A STRAIGHT LINE X & Y INTERCEPTS

The y-intercept of a line is the point (0, 𝑏) where the line intersects the y-axis. To find b, substitute 0 for x in the equation
of the line and solve for y.
The x-intercept of a line is the point (a,0) where the line intersects the x-axis. To find a, substitute 0 for y in the equation
of the line and solve for x.
Example 1:
Solve the equation 4𝑥 − 2𝑦 = 8, using the intercept method
Solution: To find the x-intercept, we let y be 0 and solve for x,
4x – 2(0) = 8
4x = 8
X = 2, the intercept is (2,0)
To find the y-intercept, we let x be 0 and solve for y
4(0) – 2y = 8
Y = -4, the intercept is (0,-4)
The graph of the given equation should then be plotted.
Gradient of a straight line: The gradient of a non-vertical line is a number that measures the line’s steepness. The gradient
of a straight line is the rate of change of y compared with x. For example, if the gradient is 3, then for any increase in x, y
increases three times as much. We can calculate gradient by picking two points on the line and writing the ratio of vertical
change (change in y) to the corresponding horizontal change (change in x).
The gradient formula: The gradient of a straight line is generally represented by m.
𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒
∴ gradient of any line (m) = ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
= 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
𝒚𝟐 −𝒚𝟏
= 𝒙𝟐 −𝒙𝟏
Consider moving from point P to another point Q on a straight line PQ, as in the diagram below
Y-axis
𝑦2 𝑄(𝑥2 , 𝑦2 )
Increase in y
𝑦1 𝑃(𝑥1 , 𝑦1 )
Increase in x
X-axis
𝑥1 𝑥2
𝒚 −𝒚
The gradient of line PQ passing through points 𝑃(𝑥1 , 𝑦1 ) 𝑎𝑛𝑑 𝑄(𝑥2 , 𝑦2 ) is; 𝒎 = 𝒙𝟐 −𝒙𝟏
𝟐 𝟏
Example 2:
Find the gradient of the lines joining the following pairs of points(-3,2) , (4,4)
Solution: from the points 𝑥1 = −3, 𝑦1 = 2, 𝑥2 = 4, 𝑦2 = 4
𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑖𝑛 𝑦
Gradient of AB = 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑖𝑛 𝑥
𝑦 −𝑦
= 𝑥2 −𝑥1
2 1
4−2 4−2
= 4—3
= 4+3
2
=
7
PRACTICE EXERCISE: Find the gradients of the lines joining the following pairs of points
1. (9,7) , (2,5)
2. (-4,-4) , (-1,5)
3. (7,-2) , (-1,2)
SUB-TOPIC 3:
CONTENT: GRADIENT OF A CURVE
The gradient of any point on a curve is the gradient of the tangent to the curve at that point. The tangent must be produced
at equidistant to the point.
Note: there are two major types of quadratic curves from the general form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Where 𝑎 is +ve
I .e 𝑎 > 0
where𝑎 is –ve
i.e 𝑎 < 0

There are two types of gradients namely: positive and negative gradients
Positive Gradient Negative Gradient
(𝑥2 , 𝑦2 ) (𝑥1 , 𝑦1 )
(𝑥1 , 𝑦1 ) (𝑥2 , 𝑦2 )
Note: The gradient of a straight line is the same at any point on the line, but the gradient of a curve changes from point to
point.
Example 1:
Copy and complete the following tables of values for 𝑦 = 2𝑥 2 − 9𝑥 − 1
𝒙 -1 0 1 2 3 4 5 6
𝒚 -1 -8 17
Using a scale of 1cm to 5units on y-axis and 1cm to 1unit on x-axis, draw the graph of 𝑦 = 2𝑥 2 − 9𝑥 − 1 𝑓𝑜𝑟 −
1≤𝑥≤6
Use the graph to find the gradient of the curve 𝑦 = 2𝑥 2 − 9𝑥 − 1 at 𝑥 = 3 (𝑊𝐴𝐸𝐶)
Solution
𝒙 -1 0 1 2 3 4 5 6
2
2𝑥 2 0 2 8 18 32 50 72
−9𝑥 9 0 -9 -18 -27 -36 -45 -54
−1 -1 -1 -1 -1 -1 -1 -1 -1
𝒚 10 -1 -8 -11 -10 -5 4 17

-
20
15
10
5
y--Axis
0
-2 -1 0 1 2 3 4 5 6 7
-5
-10
-15
-20
x--Axis
(b) At
point x = 3 traced to the curve, we draw an equidistant line as shown, then take the slope.
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦 −5−(−15)
Slope = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥 = 4.8−1.2
= 2.78
Example 2: The table below is for the curve 𝑦 = 𝑚𝑥 2 − 2𝑥 + 5
𝒙 -4 -3 -2 -1 0 1 2 3
𝒚 -3 2 5 6 5 2 -3 -10
(a) Find the value of the constant m
(b) Using a scale of 1cm to represent 1unit on the x-axis and 1cm to represent 2units on the y-axis, draw the
graph of 𝑦 = 𝑚𝑥 2 − 2𝑥 + 5 for −4 ≤ 𝑥 ≤ 3
(c) Use the graph to obtain the gradient of the curve at point 𝑥=1 (𝑊𝐴𝐸𝐶)
Solution
(a) Using any two values of 𝑥 and 𝑦 we can solve for ‘m’, let us make use of (2, -3) i.e
𝑥 = 2 , 𝑦 = −3
𝑦 = 𝑚𝑥 2 − 2𝑥 + 5
−3 = 𝑚(2)2 − 2(2) + 5
−3 = 4𝑚 − 4 + 5
⇒𝑚 = −1

8
0
-5 -4 -3 -2 -1 0 1 2 3 4
x-Axis
-2
-4
-6
-8
-10
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦 𝑦2 −𝑦1 −2−6 −8
(c.) Gradient = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥
= 𝑥2 −𝑥1
= 2−0
= 2
= −4
-12
x-Axis
PRACTICE EXERCISE:
1. (a) Copy and complete the following table of values for the relation 𝑦 = 2𝑥 2 − 7𝑥 − 3.
x -2 -1 0 1 2 3 4 5
y 19 -3 -9
draw the graph of 𝑦 = 2𝑥 2 − 7𝑥 − 3 for -2≤ 𝑥 ≤ 5
2. (a)from your graph, find the:
i. minimum value of y
ii. gradient of the curve at x=1
(b) By drawing a suitable straight line, find the values of x for which
2𝑥 2 − 7𝑥 − 5 = 𝑥 + 4 (SSCE 2004)
CONCLUSION
TOPICAL TEST:
OBJECTIVE QUESTIONS
1. If 2𝑥 + 𝑦 = 7 𝑎𝑛𝑑 3𝑥 − 2𝑦 = 3, by how much is 7𝑥 greater than 10?
A. 1 B. 3 C. 7 D. 10 E. 17 (SSCE)
2. Solve the following simultaneous equations: 𝑥 + 𝑦 =3/2 ; 𝑥 − 𝑦 =5/2 and use

Your answer to find the value of 2𝑦 + 𝑥.
A. -2 B. -1 C. 1/2 D. 1 E. 31/2 (SSCE)
3. Solve the equations : 4𝑥 − 𝑦 = 11 𝑎𝑛𝑑 5𝑥 + 2𝑦 = 4.

A. 𝑥 = 6, 𝑦 = 13 B. 𝑥 = −2, 𝑦 = −3 C. 𝑥 = −2, 𝑦 = 3.
D. 𝑥 = 2, 𝑦 = −3 E. 𝑥 = 2, 𝑦 = 3 (SSCE)
4. Find (𝑥 − 𝑦) if 4𝑥 − 3𝑦 = 7 and 3𝑥 − 2𝑦 = 5.
A. 4 B. 3 C. 2 D. -2 E. -3 (SSCE)
5. A student bought 3 notebooks and 1 pen for N35. After misplacing these items, she again bought 2 notebooks and
two pens, all of the same type for N30. What is the cost of a pen?
A. N5.00 B. N7.50 C. N10.00 D. N15.00 (SSCE
6. Given that 𝑥 + 𝑦 = 7 𝑎𝑛𝑑 3𝑥 − 𝑦 = 5. evaluate y/2 -3.

A. -1 B. 1 C. 3 D. 4 (SSCE)
7. Solve for y in the equatons: 2𝑥 − 3𝑦 = 22 𝑎𝑛𝑑 3𝑥 + 2𝑦 = 7.

A. -5 B. -4 C. 4 D. 5 (SSCE)
8. Solve the following simultaneous equations: 2𝑥 + 3𝑦 = 7, 𝑎𝑛𝑑 𝑥 + 5𝑦 = 0.

A. 𝑥 = 5, 𝑦 = −1 B. 𝑥 =1/5,𝑦 = −1. C. 𝑥 = −1/5,𝑦 = 1. D. 𝑥 =-5,𝑦 = 1 (SSCE)
9. Five bottles of Fanta and two packets of biscuits cost GH¢6.00. Three bottles of Fanta and four packets of biscuits
cost GH¢ 500. Find the cost of a bottle of Fanta.
A. GH¢0.50 B. GH¢1.00 C. GH¢1.50 D. GH¢5.00. (SSCE)
10. Solve the equations:3𝑥 − 2𝑦 = 7 𝑎𝑛𝑑 𝑥 + 2𝑦 = −3

A. 𝑥 = 1, 𝑦 = −2 B. 𝑥 = 1, 𝑦 = 3 C. 𝑥 = 2, 𝑦 = −1 D. 𝑥 = 4, 𝑦 = −3 (SSCE)
THEORY QUESTIONS
1. Draw the graph of 𝑦 = 4𝑥 2 +25 and 𝑦 = 3𝑥 + 2for −3 ≤ 𝑥 ≤ 3.
Use the graph(s) to:
i. find the roots of the equation 𝑦 = 4𝑥 2 +25 and 𝑦 = 3𝑥 + 2
ii. determine the line of symmetry of the curve 𝑦 = 4𝑥 2 +25.
2. (a) Copy and complete the table of values for the relation 𝑦 = −𝑥 2 + 𝑥 + 2 for −3 ≤ 𝑥 ≤ 3.
X -3 -2 -1 0 1 2 3
Y -4 2 -4
(b)Using scales of 2cm to 1 unit on the x-axis and 2cm to 2 units on the y-axis.
Draw a graph of the relation 𝑦 = −𝑥 2 + 𝑥 + 2
(c) From the graph find the:
ii. roots of the equation𝑥 2 − 𝑥 − 2 = 0
iii. gradient of the curve at 𝑥 = 0.5 (SSCE)
3. (a) Copy and complete the table

𝑦 = 𝑥 2 − 2𝑥 − 2 𝑓𝑜𝑟 − 4 ≤ 𝑥4.
X -4 -3 -2 -1 0 1 2 3
Y 22 -2 1 6
(b) Using a scale of 2cm of 1 unit on the x-axis and 2cm to 5 units on the y-axis,
draw the graph of 𝑦 = 𝑥 2 − 2𝑥 − 2.
(c) Use your graph to find:
i. the roots of the equation 𝑥 2 − 2𝑥 − 2 = 0
1
ii. the values of x for which 𝑥 2 − 2𝑥 − 4 2 = 0
iii. the equation of the line of symmetry of the curve. (SSCE)
4. (a) Copy and complete the following table of values for the relation 𝑦 = 2𝑥 2 − 7𝑥 − 3.
x -2 -1 0 1 2 3 4 5
y 19 -3 -9
draw the graph of 𝑦 = 2𝑥 2 − 7𝑥 − 3 for -2≤ 𝑥 ≤ 5
(c)from your graph, find the:
ii. gradient of the curve at x=1
(d) By drawing a suitable straight line, find the values of x for which
2𝑥 2 − 7𝑥 − 5 = 𝑥 + 4 (SSCE)
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Gradient, line of symmetry, linear graph, quadratic
graph, coordinator, x-axis, y-axis, table of values.

WEEK: 7
TOPIC: MID TERM BREAK
LESSON OBJECTIVES:
ENTRY BEHAVIOUR:
SUB-TOPIC 1:
CONTENT:
SUB-TOPIC 2:
CONTENT:
SUB-TOPIC 3:
CONTENT:
CONCLUSION
TOPICAL TEST: (10 multiple Choice Questions, 10 fill in the gap questions and 5 essay question)

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY:
PUZZLES / BRAIN TEASER:

(Each topic should be enriched with worked examples, images, past WAEC SSCE/NECO SSCE / BECE JSCE questions.)
INSPIRATIONAL QUOTES

WEEK: 8
TOPIC: Coordinates geometry of straight lines
LESSON OBJECTIVES: At the end of the lesson, studentsshould be able to:

1. Obtain distance between two points.
2. Find midpoint of line joining two points.
3. Solve for gradients and intercept of a straight line.
4. Determine the equation of a given straight line.
5. Find angle between two intersecting straight lines.
6. Apply linear graphs to real life situation.
ENTRY BEHAVIOUR: Students can draw graphs of linear equations.
SUB-TOPIC 1:
CONTENT: DISTANCE BETWEEN TWO POINTS
Let 𝑃1 (𝑥1 , 𝑦1 )𝑎𝑛𝑑 𝑃2 (𝑥2 , 𝑦2 ) be two distinct points. The distance 𝑑 between them can thus be calculated.
P2(x2,y2)
y
Y2-y1
P(x1,y1)
x2-x1
x the graph above,
0 theorem to right- angled triangle in
Applying Pythagoras
𝑑2 = (𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
∴ 𝒅 = √(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
Example 1:
Calculated the distance between the points, (4,1) and (3,-2)
Solution:
The distance between the points (4,1) and (3, -2) is
√[(4 − 3)2 + (1 − (−2))2 ] = √10 = 3.16
EXAMPLE 2:
Find the length of the line segment with end points (2,8) and (6,5).
Solution

X1=2
Y1=8
X2=6
Y2=5
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
𝑑 = √(6 − 2)2 + (5 − 8)2
𝑑 = √42 + (−3)2
𝑑 = √25
𝑑=5
MID-POINT OF A LINE SEGMENT
In the Cartesian plane above,let 𝑅(𝑥, 𝑦) be the mid-point of the line segment 𝑃𝑄, with the coordinate 𝑃(𝑥1 , 𝑦1 )and
(𝑥2 , 𝑦2 ) .
As triangles 𝑃𝑅𝑆 𝑎𝑛𝑑 𝑃𝑄𝑇 are similar;
𝑃𝑅 𝑃𝑆
=
𝑅𝑄 𝑆𝑇
Since R is the mid-point, 𝑃𝑅 = 𝑅𝑄, 𝑃𝑆 = 𝑆𝑇
:.𝑥 − 𝑥1 = 𝑥2 − 𝑥
2𝑥 = 𝑥2 + 𝑥1
𝑥2 + 𝑥1
𝑥=
2
𝑦2 +𝑦1
Similarly, 𝑦= 2
Hence, the co-ordinates of the mid-point of the line joining (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) are:
𝑋2 + 𝑋1 𝑌2 + 𝑌1
[ , ]
2 2
Example 1: Find the mid-point ‘R’ of the line segment 𝐴𝐵 where 𝐴(1,5) and 𝐵(−3, −1).
Solution:
𝑥2 +𝑥1 1+(−3) 1−3 −2
𝑥= 2
= 2
= 2
= 2
= −1and
𝑦2 + 𝑦1 −1 + 5 4
𝑦= = = =2
2 2 2
𝑅( −1,2)

GRADIENT OF A STRAIGHT LINE
The gradient of a line is defined as the ratio, increase in 𝑦 ÷ 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑖𝑛 𝑥 , in going from one point to another on a line.
L
P2(x2,y2)
Y
∆𝑦 = 𝑦2− y1
P(x1,y1)
𝜃
∆𝑥 = 𝑥2 − 𝑥1
𝜃
0 𝑥
X1
∆𝑥 = 𝑥2 − 𝑥1 Is the change in x as the variable x increases or decreases from x1 to x2 and ∆𝑦 = 𝑦1 − 𝑦2 is the
Y1 y1 and y2 .
change in y with respect to
The slope (gradient) m of a straight line L is defined as
∆𝒚 𝒚𝟐 −𝒚𝟏
𝒎= =
∆𝒙 𝒙𝟐 −𝒙𝟏
𝑦 −𝑦
If 𝜃 is the angle of inclination to the slope of L, then = tan 𝜃 = 𝑥2 −𝑥1 ;𝜃 is called the angle of slope of the
2 1
line.
Example 2: Find the slope 𝑚 and the angle of inclination 𝜃 of the L through points 𝑝1 (1,2), 𝑝2 (3,8) and 𝑝3 (2,5)
L
y
10
P2(3,8)
8
6 P3(2,5)
4
2 P1(1,2)
Solution:
0 1 2 3 4 5 x
The slope m of points P1 and P2 on L is
8−2 6
𝑚= = =3
3−2 2
The slope 𝑚1 of the points P1 and P3 on L is
8−5
𝑚2 = =3
3−2
Therefore, 𝑚1 = 𝑚2 = 3 implies that the slope of the line L is 3.
Since 𝑚 = tan 𝜃 , 𝑖. 𝑒 tan 𝜃 = 3 ∴ tan−1 (3) = 71.57°

Therefore, the angle of inclination 𝜃 is 71.57°
It can therefore be concluded from the example above that any given line has one and only one slope.
PRACTICE EXERCISE:
Find the distances between the given points:
1. (15,11), (3,6)
2. (√2, 1), (2√2, 3)
3. Find the angle between lines L1 , with slope -7 and L2 which passes through (2,-1) and (5,3)
4. Find the gradients of the lines joining the following pairs of points :
(𝑎)(5, −4) 𝑎𝑛𝑑 (3, −2)(𝑏)( 13, −4)𝑎𝑛𝑑 (11,8)
SUB-TOPIC 2:
CONTENT: DETERMINATION OF EQUATION OF A STRAIGHT LINE
ONE POINT FORM OF A LINE
The equation of a line passing through any point(x1,y1) and with gradient m is given by 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
LINE THROUGH TWO POINTS
The equation of a line joining the two-points (x1,y1) and (x2,y2) is given by
𝒚 − 𝒚𝟏 𝒚𝟐− 𝒚𝟏
=
𝒙 − 𝒙𝟏 𝒙𝟐 − 𝒙𝟏
EXAMPLE 1:
Find the equation of the straight line which passes through the following pairs of points: (3, -4) and (5,-3)
SOLUTION
X1=3 y1= -4 x2=5 y2= -3
𝑦 − 𝑦1 𝑦2− 𝑦1
=
𝑥 − 𝑥1 𝑥2 − 𝑥1
𝑦 − (−4) −3 − (−4)
=
𝑥−3 5−3
𝑦+4 1
=
𝑥−3 2
2(𝑦 + 4) = 𝑥 − 3
2𝑦 + 8 = 𝑥 − 3
2𝑦 − 𝑥 = −11or 2y-x+11=0
EXAMPLE 2:
Find the equation of the straight line with gradient 5 and passing through the points(3,-5)

SOLUTION
X1=3 and y1=-5 m=5
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − (−5) = 5(𝑥 − 3)
𝑌 + 5 = 5𝑥 − 15
𝑦 − 5𝑥 = −20
PERPENDICULAR AND PARALLEL LINES
Two lines are said to be perpendicular to each other if the product of their gradient is equal to -1. If m1 andm2 are gradients
of two perpendicular lines then m1m2=-1.
Two lines are said to be parallel to each other if their gradients are equal. If m1 and m2 are gradients of two parallel lines,
then m1=m2
EXAMPLE 1:
Find the equation of the straight line which is perpendicular to the line 5x-2y=3 and passing through (3, -5).
SOLUTION
5𝑥 − 2𝑦 = 3
5𝑥 − 3 = 2𝑦
5 3
𝑦= 𝑥−
2 2
m1= 5/2
m1 × m2 = -1
5
× 𝑚2 = −1
2
2
𝑚2 =− 5
Using 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
𝟐
𝒚 − (−𝟓) = − (𝒙 − 𝟑)
𝟓
𝟐𝒙 𝟔
𝒚+𝟓 =− +
𝟓 𝟓
𝟓𝒚 + 𝟐𝟓 = −𝟐𝒙 + 𝟔
𝟓𝒚 + 𝟐𝒙 = −𝟏𝟗
EXAMPLE 2:
Find the equation of the straight line which is parallel to 4x-5=12-y and is passing through the point (4,7).
SOLUTION
4x-5=12-y
4x+y=17
Y=-4x+17
M1=-4 and m2= -4 since they are parallel
𝑢𝑠𝑖𝑛𝑔 y − y1 = m(x − x1 )
y − 7 = −4(x − 4)
y − 7 = −4𝑥 + 16
y + 4x = 7 + 16
y + 4x = 23
ANGLE OF SLOPE
Y B
𝛼
A C X
From the diagram above, line AB makes an angle 𝛼 with positive x-axis. 𝛼is called the angle of slope of the line. The
𝐵𝐶
gradient of the line AB = = tan 𝛼, therefore the gradient of the line is equal to tangent of the angle the line makes with
𝐴𝐶
the positive x-axis.
Example 1: Find the gradient of the line joining (2,4) and (1,3); find also the angle of slope of the line.
Solution: Let (𝑥1 , 𝑦1 ) = (2,4) and (𝑥2 , 𝑦2 ) = (1,3)
3 − 4 −1
𝑚= =
1 − 2 −1
∴𝑚=1
But, 𝑚 = tan 𝛼;
tan 𝛼 = 1
𝛼 = tan−1 (1)
⇒ 𝛼 = 45°
Example 2: Find the gradient of the line joining (6,-2) and (-3, 2), also the angle of slope.
Solution:
Let (𝑥1 , 𝑦1 ) = (6, −2) and (𝑥2 , 𝑦2 ) = (−3,2)
2— (−2) 4
𝑚= =
−3 − 6 −9
Also, 𝑚 = tan 𝛽 𝑤ℎ𝑒𝑟𝑒 𝛽 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑠𝑙𝑜𝑝𝑒
−4
tan 𝛽 =
9
−1
−4
𝛽 = tan ( )
9
𝛽 = −23.75°
∴ 𝛽 = 336.20or156.250

ANGLE BETWEEN TWO LINES
The angle between the lines
Y=xtanα+c1 and
Y=xtan𝛽 + c2
is given by 𝛼~𝛽.
We can also use the formula
𝑚2 −𝑚1
Tanθ=| 1+𝑚 𝑚
|
1 2
where M2 and m1 are the gradients of the straight lines.
EXAMPLE 1:
Find the angle between the lines
Y=3x-4 and 2x-y+1=0
SOLUTION
y=3x-4
tan𝛼 = 3
𝛼 = 71.60
𝑎𝑙𝑠𝑜, 2𝑥 − 𝑦 + 1 = 0
Y=2x+1
tan𝛽 = 2
𝛽 = 63.50
∴ 𝑟𝑒𝑞𝑢𝑖𝑟𝑒𝑑 𝑎𝑛𝑔𝑙𝑒 = 𝛼~𝛽 | 𝛼>𝛽
=71.60-63.50
=8.10
2ND METHOD
2 𝑚 −𝑚1
Using tanθ= | 1+𝑚 |
1 𝑚2
3−2
tanθ= 1+2×3
1
tanθ=
7
tanθ= 0.1429
θ=𝑡𝑎𝑛−1 0.1429
θ=8.10
EXAMPLE 2:
Find the acute angle between the following pair of lines
2x-3y+5=0 and
4y-x+2=0
SOLUTION

2𝑚 −𝑚1
Tanθ=|1+𝑚 |
1 𝑚2
2x-3y+5=0
3y=2x+5
2 5
Y=3 x + 3 ,m1=2/3
4y-x+2=0
4y=x-2
2 1
𝑥 1 −
Y= − ,m2= ¼ Tanθ=| 3 4
2 1 |
4 2 1+ ×
3 4
5
5
Tanθ= 12
7 Tanθ= 14
6
Tanθ= 0.3571 𝜃 = 𝑡𝑎𝑛−1 (0.3571) Θ≃ 19.70

PRACTICE EXERCISE:
1. Find the equation of the line which is perpendicular to the line y=-4x, passing through the points(7,1)
2. Find the equation of the line parallel to 3x+5y=1 and passing through (4,-2)
3. Find the gradient of the line joining (−1, −12) 𝑎𝑛𝑑 (6, −12).Find the angle of slope of the line.
4. Find the gradient of the line joining (−1, −12) 𝑎𝑛𝑑 (6, −12).Find the angle of slope of the line.
5. Find the acute angle between the pair of lines
3x+4y=2 and
2x+y=5
6. Find the acute angle between the following pairs of lines:
Y=5x-1 and y-3x+2=0
SUB-TOPIC 3:
CONTENT: APPLICATION OF LINEAR GRAPHS TO REAL LIFE SITUATION
EXAMPLE 1:
P(-6,1) and Q(6,6) are the two ends of the diameter of a given circle. Calculate the radius
SOLUTION
X1=-6 Y1 =1 X2=6 Y2=6
d = √(x2 − x1 )2 + (y2 − y1 )2
d = √(6 − (−6))2 + (6 − 1)2
d = √(12)2 + (5)2
d = √144 + 25
d = √169
d = 13
length of diameter = 13units and radius = 6 ½ units
EXAMPLE 2:
𝐹𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝛼 2 +𝛽 2 𝑖𝑓 𝛼 + 𝛽 = 2

𝑎𝑛𝑑 𝑡ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡𝑠 (1, 𝛼)𝑎𝑛𝑑 (𝛽, 1)𝑖𝑠 3 𝑢𝑛𝑖𝑡𝑠. 𝐽𝐴𝑀𝐵
SOLUTION
X1=1 y1=α x2=𝛽 y2=1
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
3 = √(𝛽 − 1)2 + (1 − 𝛼)2
9=𝛽 2 − 2𝛽 + 1 + 1 − 2𝛼 + 𝛼 2
9 -2 +2𝛽 + 2𝛼 = 𝛼 2 + β2
7+2(𝜶 + 𝜷) = 𝛼 2 + β2
7+2 ×2=𝛼 2 + β2
𝛼 2 + β2 = 11
PRACTICE EXERCISE:
1. What is the value of r if the distance between the points (4,2) and (1,r) is 3 units.
2. Find the distance between the point Q(4,3) and the point common to the lines 2𝑥 − 𝑦 = 4 𝑎𝑛𝑑 𝑥 + 𝑦 = 2. JAMB
CONCLUSION
TOPICAL TEST:
2
1. What is the value of p if the gradient of the line joining (-1,P) and (p,4) is 3? JAMB
2. Find the value of p if the line that passes through (-1,-p) and (-2p,2) is parallel to the line 8x+2y-
17=0 JAMB
3. If the lines 3y=4x-1 andqy=x+3 are parallel to each other, find the value of q.
4. PQ and RS are two parallel lines. If the coordinates of P,Q,R and S are (1,q), (2,3),(3,4) and (5,2q)
respectively, find the value of q. JAMB
5. Find the mid-points of the line segments with the following end points:
a) (3,0) and (4,-4)
b) (-4,-5) and (3,9)
c) (-1/4 ,0) and (1,- ½ )
6. Find the value of α if the lines 2y-αx+4=0 is perpendicular to the line y+ ¼ x-7=0 JAMB
7. Find the point of intersection of the two lines 3x-2y+5=0 and y-4x+3=0
8. Find the acute angle between the lines 3x+2y=1 and 7x+4y=5.
9. Find the coordinates of the mid-point of the x and y intercepts on the line 2y=4x-8
10. Find the equation of the line which is parallel to the line 5x+4y=18 and makes an intercept of 2 units on
the x-axis. WAEC
11. Find the equation of the line which passes through the point P(4,-3) and is perpendicular to the line
2x+5y+1=0 WAEC
12. Find the coordinates of the mid-point of the x and y intercepts on the line 2y=4x-8 JAMB
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Coordinates, parallel, perpendicular, intercept, gradient,
equation, mid-point, intersect.
PUZZLES / BRAIN TEASER: A point lies on the x-axis at a distance of 8 units from the y-axis. What are its
coordinates?
INSPIRATIONAL QUOTES
WEEK: 9
TOPIC: Approximations
1. Approximate numbers to specified degree of accuacy
2. Find the accuracy of results using logarithm table and calculators.
3. Obtain the percentage error of a given set of values.
4. Solve questions on approximation to everyday life.
ENTRY BEHAVIOUR: students can round off numbers to nearest place values, decimal places and specified
significant figures.
SUB-TOPIC 1:
CONTENT: REVISION OF APPROXIMATION
An approximation helps us to see and understand easily the size of a number. It is a number taken as close as possible to
the actual value of the number.
In order to come close to the actual value, the number must be rounded off. This implies digits 1 to 4 are rounded
down while those from 5 to 9 are rounded up. Other methods could be approximating to decimal places or significant
figures.

Decimal places mean the number of places after the decimal point while significant figure is the first non-zero digit
from the left.
Example 1: The distance between the earth and the sun is 148729440km. Round this number to the nearest (a) million (
b) 2s.f (c) 3s.f
SOLUTION
a) 148729440km = 149000000km (i.e round 7 up)
b) 148729440km = 150000000km (i.e round 8 up)
c) 148729440km = 149000000km (i.e round 7 up)
EXAMPLE 2: (a)Write 78.45831kg to (i) 2d.p, (ii) 3d.p

SOLUTION
(i) 78.45831kg = 78.46kg (i.e round 8 up)
(ii) 78.45831kg = 78.458kg (round down 3)
(b) Round 0.0004996 to (i) 1s.f (ii) 2s.f
SOLUTION
(i) 0.0004996 = 0.0005 (round the first 9 up)
(ii) 0.0004996 = 0.00050 (round the second 9 up)
PRACTICE EXERCISE:
(1) Round off 586.5764 to (i) 1d.p (ii) 3d.p
(2) Approximate 964572183665 to (i) 3s.f (ii) 6s.f
SUB-TOPIC 2:
CONTENT: ACCURACY OF RESULTS USING LOGARITHM TABLE AND CALCULATORS
All measurements are approximations, so they cannot be exact. Any stated measurement has been rounded off to some
degree of accuracy.
Example 1:
A plot of land measuring 4532m by 431m.Calculate the area of the plot, using the calculator and the Logarithms table.
Solution: (i) 4532m x 431m = 1953292𝑚2

(ii) 4532m x 431m
Number Log
4532 3.6563
431 2.6345

1954 6.2908
Antilog of 6.2908 = 1954000

EXAMPLE 2: Calculate the difference due to using two different methods of calculation by evaluating
(a) 2321 x 4122
(b) 12204 x 2123
SOLUTION
(a) i. 2321 x 4122 = 9567162
ii. 2321 x 4122
Number Log
2321 3.3657
4122 3.6151
9568 6.9808
Antilog of 6.9808= 9568000

Difference = 9568000 – 9567000
= 838
.(b) (i) 12204 x 2123 = 25909092
(ii) 12204 x 2123
Numbers Log
12204 4.0864
2123 3.3269
2590 7.4133
Antilog 0f 7.4133= 25900000

Difference = 25909092 - 25900000
= 9092
It can be seen that the result from the calculator is more accurate. The logarithm table results are higher because of
premature approximation. The last example was different because the table deals with four-figures only while one is 5-
figures
PRACTICE EXERCISE: Solve this problems, using the calculator and the logarithm table. Calculate the difference
from your answers and state why?
(a) 153 x 5234
(b) 12536 x 2413
(c) 213564 x 1215
(d) 1211015 x 123143
SUB-TOPIC 3:
CONTENT: PERCENTAGE ERROR

Every measurement no matter how carefully carried out is an approximation, not exact. If the height of a wall is 25m, then
the true or actual height is between 24.5m and 25.5m i.e±0.05 (range difference). The error involved cannot exceed
±0.05, the maximum absolute error.
Note: The maximum absolute error is an allowance within which the actual measurement falls.
Relative error is the ratio of the maximum absolute error (precision) and the true measurement value.
In measurements,
𝒆𝒓𝒓𝒐𝒓
Percentage error = × 𝟏𝟎𝟎%
𝒎𝒆𝒂𝒔𝒖𝒓𝒆𝒎𝒆𝒏𝒕
If the true value is known,

𝒆𝒓𝒓𝒐𝒓
Percentage error = 𝒕𝒓𝒖𝒆 𝒗𝒂𝒍𝒖𝒆 × 𝟏𝟎𝟎%
Example1:
A sales girl gave a balance of #1.15 to a customer instead of #1.25. Calculate her percentage error.
SOLUTION
Balance given = #1.15
Real or actual bal. = #1.25
Error = #1.25 - #1.15 = #0.10
0.10
Percentage error = ± 1.25 × 100%
= 8%
EXAMPLE 2:
A student who was asked to correct 0.02539 to two significant figures gave its value to two decimal places. His
percentage error is ………..
SOLUTION:
The correct value in significant figure is 0.025
His answer is 0.03
0.03−0.025
% error = 0.025
× 100%
0.5 500
= × 100% = % = 20
0.025 25
APPLICATION OF APPROXIMATION TO EVERYDAY LIFE

This aspect deals with real life situations.
Example 1:
A car travels a distance of 100km for 1h 39mins. Calculate the speed of the car. If the time is rounded up to the nearest
1hr.Find the difference between the actual speed and when the time was rounded off.
SOLUTION
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 100
Speed = 𝑡𝑖𝑚𝑒
= 39
1
60
100 60
= 1
× 99
= 66.67km/hr
100
1hr 39mins to the nearest one hour is 2hrs, speed = 2
= 50km/hr
Difference = 66.67km/hr – 50km/hr

= 16.67km/hr
EXAMPLE 2:
Find the sum of 34.25 (to 4s.f), 26 (to 3s.f) and 10 (to 2s.f) and leave your answer to a reasonable degree of accuracy.
Solution: the actual values
34.25± 0.005
26 ± 0.5
10 ± 0.5
Sum = 70.25 ± 1.105
∴the actual sum lies between 69.145 and 71.355
Hence, the sum of the values to a reasonable degree of accuracy is 69 to 2s.f
Note: Maximum error can be derived thus;
1
Whole numbers = 2 𝑜𝑓 1 = 0.5
1 1
1 d.p numbers = 2 𝑜𝑓 10 = 0.05
1 1
2 d.p numbers = 2 𝑜𝑓 100 = 0.005
PRACTICE EXERCISE:
(1) A Man made a table with a rectangular top of dimension 36cm by 44cm instead of 37cm by 41cm. what is the
percentage error in the perimeter of the table correct to 1 decimal place?
(2) A boy measures the length and breadth of a rectangular lawn as 59.6m amd 40.3m respectively instead of 60m
and 40m. what is the percentage error in his calculation of the perimeter of the lawn?
CONCLUSION
TOPICAL TEST:
(1) If it takes a proton to move 1.2 × 10−1 𝑚 in 6.8 × 10−6seconds, find the speed of the proton in metre per second
correct to a suitable degree of accuracy
35
(2) Instead of writing 6
as a decimal correct to 3s.f, a student wrote it correct to 3d.p, find his error in standard form.
(3) Find the value of each of the following and the degree of accuracy
(a) 717.3 + 200.5 + 670.3 + 504.4
(b) 41.56 – 9.062 – 4.147 – 10.20 – 5.108
(4) A string is 4.8m .a boy measured it to be 4.95m. Find the percentage error
(5) A sales boy gave a change of N68 instead of N72.calculate his percentage error.
(6) The length of a piece of stick is 1.75m. A girl measured it as 1.80m. Find the percentage error. NECO
7. A man estimated his transport fare a journey as N210.00 instead of N220.00. Find the percentage error in his
estimate, correct to 3 s.f. NECO 2012
8. A boy when rounding up a number wrote 98 instead of 980(to 2 significant figures).What is the percentage error?
NECO
9. Approximate 0.0033780 to 3 significant figures
10. Express 302.10495 correct to 5 s.f.
11. Express the product of 0.007 and 0.057 to 2 s.f. NECO
12. Evaluate (0.13)3 correct to 3 s.f.NECO 2006
13. A rectangular room has sides 5m by 4m, measured to the nearest metre.
(a) Write down the limits of accuracy for each length
(b) Find the greatest area the room could have
(c) Find the smallest perimeter the room could have
6.42+2.13
14. Evaluate: 4.1−2.85
, correct to 2 s. f. NECO
GLOSSARY OF TERMS / KEY WORDS / VOCABULARY: Error, percentage error, approximate, limits of accuracy,
actual value.
PUZZLES / BRAIN TEASER: INSPIRATIONAL QUOTE

Ss 2 Mathematics First Term e Note

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ss 2 Mathematics First Term e Note

Uploaded by

Copyright:

Available Formats

SUBJECT:

www.deeperlifehighschool.org …leadership with distinction

WEEKS TOPICS CONTENT

(a) Word problems leading to simultaneous linear

www.deeperlifehighschool.org …leadership with distinction

1. Compare characteristics of logarithms and standard form of numbers.

For instance, (a) 189.7 = 1.897 × 102

(b) 850.9 = 8.509× 102 (standard form)

www.deeperlifehighschool.org …leadership with distinction

 Rules for the use of Logarithms

Example 2: Evaluate using logarithm tables

173.8 2.2400 2.2400

(14.7)2 1.1673× 2 2.3346

www.deeperlifehighschool.org …leadership with distinction

(2.61)3 0.4166× 3 1.2498 1.2498

173.8 × (14.7)2 3.3248

∴ 𝑎𝑛𝑡𝑖𝑙𝑜𝑔𝑜𝑓 1.6624 = 45.96 (4 𝑠. 𝑓)

0.9807 1̅. 9915

0.007692 3̅. 8860

0.007543 3̅. 8775

∴antilog of ̅3. 8775= 0.00754 to 3s.f

www.deeperlifehighschool.org …leadership with distinction

0.00889 3̅. 9489

0.00004345 5̅. 6380

∴antilog of 5̅. 6380 = 0.0000435 to 3s.f

Note: In Logarithm, powers take multiplication while roots take division.

0.05872 2̅. 7687

0.058724 2̅. 7687 × 4

0.00001188 5̅. 0748

0.0004786 4̅. 6799

𝟕 0.3355 1̅. 5257

0.0099 3̅. 9956

www.deeperlifehighschool.org …leadership with distinction

(1)i. (0.896 × 0.791)3

(2) i.√0.7164 × 0.082

www.deeperlifehighschool.org …leadership with distinction

2. Evaluate, using logarithm table, log (0.65)2

1. Evaluate 0.0746 X 0.34 using logarithm tables.

5. Evaluate using logarithm tables, (30.85)3

6. Evaluate using logarithm table 0.5924 X 0.1837

7. Using mathematical tables, evaluate 0.5924 ÷ 0.1837

8. Evaluate using mathematical tables 0.3923

www.deeperlifehighschool.org …leadership with distinction

2. Evaluate using logarithm tables, correct to 3 significant figures

3. Evaluate using tables

4. Evaluate using tables, leaving your answer in standard form

5. Evaluate using logarithm table, correct to 1 decimal place

GLOSSARY OF TERMS / KEY WORDS / VOCABULARY:

PUZZLES / BRAIN TEASER: INSPIRATIONAL QUOTE:

www.deeperlifehighschool.org …leadership with distinction

TOPIC: Sequence and Series 1

ENTRY BEHAVIOUR: Students can count in multiples of given digits.

www.deeperlifehighschool.org …leadership with distinction

a.Find the 21st term of the A.P 3, 5, 7, 9, …

EXAMPLE 3: FURTHER Example 1:

The sequence x, (3x + 1), (7x - 4) is

T9 = -28 -28 = a + (9 - 1)d

4. Find the nth Un of the A.P., 11, 4, -3....

www.deeperlifehighschool.org …leadership with distinction

9. Find the 8th term of the A.P. -3, -1, 1.........

2. If 3, x, y, 18 are the arithmetic progression (A.P). Find the values of x and y.

TOPIC: SEQUENCE AND SERIES 2

ENTRY BEHAVIOUR: Students can solve questions on arithmetic progression.

Example1:find out which of the sequence is a GP